The focus group meeting is an approach to identifying potential learning needs and developing awareness for organizational change. Currently, the literature recommends that focus groups be composed of both laterally and vertically homogeneous group members to enhance trust among participants and facilitate positive group dynamics. Two research questions explored the relationship between heterogeneity and the quality of focus groups for organizational change and training needs assessment at a multidisciplinary environmental consulting firm: 1) In what way does lateral (disciplinary) heterogeneity affect the quality of focus group discussion? and 2) In what way does vertical (hierarchical) heterogeneity affect the quality of focus group discussion? Meetings of four focus groups of four participants each were tape-recorded, transcribed, and compared according to the following parameters: trust, group development, conformity, participation, awareness of the need for change, and idea generation. Each group represented a different combination of lateral and vertical homogeneity or heterogeneity. The highest quality group discussion and greatest diversity of ideas were found in the group which was laterally heterogeneous and vertically homogeneous. Vertical heterogeneity was found to adversely affect group dynamics. The findings suggest that moderators who lead focus groups for identifying learner needs and developing an awareness of the need for change in organizations might consider composing small, laterally heterogeneous, but vertically homogeneous, groups in order to enhance group development, encourage a holistic understanding of the organization, and provide diverse ideas and high-quality results. / Master of Science

彭志泉. / 手稿本(c. 2-3複印本). / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Shou gao ben (c. 2-3 fu yin ben). / Includes bibliographical references (p. 109-114). / Peng Zhiquan. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 表次 --- p.vi / 摘要 --- p.viii / Chapter 第一章 --- 前言 --- p.1 / 問題背景 --- p.1 / 研究目的 --- p.4 / 研究意義 --- p.5 / Chapter 第二章 --- 文獻評述 --- p.8 / 青少年成長與群性發展 --- p.8 / 影響學生群性結構的因素 --- p.18 / 改進班內社交關係的方法 --- p.30 / Chapter 第三章 --- 方法 --- p.37 / 概述 --- p.37 / 對象 --- p.38 / 工具與測量 --- p.39 / 過程 --- p.45 / 假設 --- p.50 / 分析 --- p.54 / 局限性 --- p.56 / Chapter 第四章 --- 結果 --- p.58 / 工具與測良的可信性　 --- p.58 / 影響學生受納程度的主要因素 --- p.62 / 學生小組群的共同性和小組群成因 --- p.69 / 影響學生群性結構的一些轉變因素 --- p.77 / Chapter 第五章 --- 結論 --- p.96 / 討論 --- p.97 / 含義 --- p.100 / 建議 --- p.105 / 參考文獻 --- p.109 / Chapter 一 --- 附錄、社交關係測驗（第一至第三次） --- p.115 / Chapter 二 --- 簡化計量表 --- p.118 / Chapter 三 --- 社交關係圖解（第一次測驗，德班） --- p.119 / Chapter 四 --- Proctor與Loomis群性指數計算法 --- p.120 / Chapter 五 --- 自傳的學習（學習文章和問題） --- p.121 / Chapter 六 --- 自傳的認識 --- p.125 / Chapter 七 --- 社交　納方案問卷 --- p.127 / Chapter 八 --- 學生家中表現調查 --- p.128 / Chapter 九 --- 學生個人背景資料 --- p.129