1 online resource (vii, 138 leaves : ill.) / Following an awareness of an increased turn over of staff in the eating disorder unit as compared with other specialised units, in a psychiatric hospital in Johannesburg, South Africa, Tara Hospital, the researcher was motivated to investigate the issue. An exploratory, descriptive based research was chosen to explore and gain information about the topic and its implications. A qualitative research approach was used to gain insight into the perceptions and needs of the team working on the unit. The case study method was used. A pilot study was undertaken to test the validity of the interview schedules. The sampling category was a non- probability one. Individuals were selected from the population of staff working on the unit. Participants were selected from two groups, those who were presently working on the unit and those who had previously worked on the unit and now working in other units. Interview procedure involved personal semi-structured interviews conducted by the researcher and analysed qualitatively and a structured interview questionnaire analysed quantitatively. The researchers assumption that many staff members move from working in an eating disorders unit was confirmed and is due to the following: Staff turnover is due to constant exposure to occupational stress and burnout. Feelings of helplessness, a sense of being unappreciated and excessive exposure to conflict from the patients. In addition, staff experience minimum rewards leading to lowered job satisfaction due to the patients slow recovery rates and a poor prognosis of the illness. Staff also experience a change in their eating patterns and an increased awareness around food and food issues. Recommendations to the staff include: * Psycho-education on eating disorders. * Implementation of strategies to provide supportive care for all staff members. * Education on stress management and strategies to prevent staff burnout and lowered job satisfaction. * A multidisciplinary teamwork approach by the staff, when working in the unit. / Social Work / M. A. (Social Science in Mental Health)

Text in Afrikaans / Bestuursmodelle word vandag oor die algemeen as diagnostiese instrumente in organisasies benut. Die struktuur van hierdie bestuursmodelle word selde ondersoek om te bepaal of dit met die empiriese realiteit verband hou. Hierdie studie het ten doel om so 'n model, die bestuursbevoegdheidmodel wat deur Hall( 1988) ontwikkel was, te evalueer. Hall se model gee antwoorde op vrae oor die algemene bestuursklimaat van die organisasie. Die installing waar die navorsing gedoen was, is 'n Suid-Afrikaanse militere installing. Die Ramona-program is gebruik om te bepaal of daar wei passing is tussen die empiriese realiteit en bestuursprestasie in die betrokke organisasie waar die studie uitgevoer is. Daar is gevind dat daar gebrekkige passing tussen die empiriese realiteit en bestuursprestasie bestaan. Die waarde van die studie le daarin dat die betrokke organisasie in staat gestel word om alternatiewe modelle te oorweeg wat bes moontlik meer effektief sou kon wees. / Management models are used today as diagnostic instruments in organisations. The structure of these management models is seldom investigated for its validity and reliability. The aim of this study is to evaluate the Competence Process model developed by Jay Hall(1988). This model provides answers on the general management climate of the organisation. The research was performed at a South African military institution. The Ramona-programme was utilised in order to determine the match between the empirical reality and management performance in the particular organisation where this study was performed. The finding was that there is insufficient match between the empirical reality and management performance. The value of this study is that the specific organisation can now consider alternative models of management performance that are more effective. / Psychology / M.A. (Industrial Psychology)

The purpose of this research has been to investigate the relationships between team building, salutogenesis and performance. Team building was investigated by focusing on the directive and interactive dimensions of • climate • supervisory support • team work. Salutogenesis was investigated by focusing on the concepts of • sense of coherence • locus of control • self-efficacy. Work performance was investigated by focusing on • performance measurement criteria • self-appraisal as a cognitive mediator between performance and salutogenesis. In the literature survey a performance model was postulated to explain the relationships between team building, salutogenesis and performance. The personality profile of the optimal functioning individual in the context of the performance model was compiled from the personality profiles of the optimal functioning team member, the optimal functioning individual and the optimal performing individual. In the empirical investigation a sample (N = 245) of mine employees completed a battery of questionnaires using computerised data collection. The battery was subjected to item-test correlations, Cronbach alpha coefficient measurements and factor analyses, to establish the reliability and structure of each questionnaire. lntercorrelations were calculated and analysed to test the relationships between the dimensions, and concepts. Following this, the factor analysis of a five factor model established the relationships between the dimensions and concepts of team building, salutogenesis and performance. Finally, LISREL-analyses were performed to test the conceptual structure of the relationships. The empirical findings indicate that team building forms a construct based on directive and interactive dimension of climate, supervisory support and team work. Salutogenesis forms a construct and it includes the incorporation of work performance as a concept of salutogenic orientations. The relationship between the constructs was confirmed using LIS REL-analysis, thus validating the integration of the dimensions and properties within each construct into the properties of a performance model; and the personality profiles within each construct into the personality profile of the optimal functioning individual. The empirical results were integrated with the literature review. Team building and salutogenic orientations are integrated into a performance model which explains the relationships between the work environment, the behaviour of the individual and his/her performance within the context of the work environment. / Industrial and Organisational Psychology / D.Litt. et Phil. (Industrial Psychology)

在知識的理論中，最惹人注目的問題之一，就是概念和知識怎樣產生，以及經驗與新的組織有什麼關係，在這個問題上有兩大對立的理論：行為主義與認知主義。在認知主義□又有一個很重要的關鍵點，就是探討出「人何以得知」的疑問，而這個疑問經由許多學者的研究仍沒有一個整合性的概念。架構在學習認知的這個疑問下，本研究利用Weick「釋意」概念做為理解的工具，針對學生的複雜學習歷程進行分析，採用個案研究的方式來進行，以了解學生如何將學習環境予以結構化、理解、詮釋與分析，最後採納行動並進行預測。 資訊系統專案開發一直是資訊相關科系必要訓練之一。雖然此類資訊系統開發的規模不如業界，但是從學校教學的角度來看，透過一些實際個案的演練，學生應仍可獲得實務開發的經驗累積。而此種專題式的學習主要的重點在於學生如何運用團體的力量來獲得最佳的學習效果，因此團隊如何組成與運作，還有後續學習策略的運用對學生來說都是相當重要的。本研究個案一即以資料庫系統開發的十組學生團隊進行觀察，了解他們如何從自己的定位、組員的互動、領導角色的扮演到團隊集體共識的形成，而研究結果發現許多與實務專案團隊運作上相當不同之處，例如團隊領導與團隊情感的關係，分工型態的演變等。個案二建基於個案一的研究結果上，觀察學生的團隊狀況與他們所採行的學習策略之間的關係，研究結果亦發現學生之學習策略均建基於對團隊的認同上，對於學習環境的不同釋意也會影響所採行的學習策略。 最後本研究從團隊合作與學生學習策略的說明來補足認知理論的不足，並以多層次的分析架構，從學生個人認同、團隊認同、班級認同逐層擴展，確立在專題式學習中個人地位、團體地位與組織地位的重要性，同時共提出十二大命題說明研究結果。 / From the perspective of the theory of knowledge, the most critical question is how concept and knowledge are produced, what are the relationship between experience and the new group. There are two opposing theories of this question: the association theory and the cognitive theory. In cognitive theory, the key point is to confer the doubt of how people get knows. Based on the cognitive theory, this research explored students’ sensemaking in the team formation, operation, and learning strategies through observation and interviews. Developing an information system is a requisite training for all MIS students. The learning activities include system analysis and design, database, programming, team working, schedule planning, etc. Such a project-based leaning, a database management course, was chosen by this study. There were two cases. In the first case, this research observed ten student teams to interpret how sensemaking to be a central activity in the construction of both the learning environments and the environments it confronts. Students continuously interpreted the meaning of learning environments, adjusted their steps with other team members in order to finish an information system. The results indicate that the characteristics of student project teamwork are different from the real world. In the second case, this research explored the relationship of team working and learning strategies. The findings show that students adopt learning strategies through their organization identity. Different interpretation of environment cause distinct learning strategies that students use. Finally, this research provides complementary explanations to the cognitive theory and uses multi-level theorizing model to replenish students sensemaking process. Twelve propositions are introduced to understand the IS development process from students’ deep insides.

Le but de cette recherche est la vérification des relations entre les pratiques de leadership et la performance de l’équipe. Nous nous concentrons sur deux pratiques de leadership distinctes : le leadership d’empowerment et le leadership autocratique. Cette recherche vise également à comprendre le rôle médiateur de l’engagement des membres envers les objectifs d’équipe dans ces relations. De plus, nous examinons la combinaison des deux pratiques de leadership chez un même responsable d’équipe, à savoir si l’adoption d’un style de leadership peut réduire ou amplifier l’effet de l’autre style de leadership. Les données de types secondaires ont été colligées auprès de 381 membres faisant partie de 101 équipes ainsi que des 101 supérieurs immédiats de ces équipes œuvrant dans une organisation de sécurité publique canadienne. Ces données ont été recueillies grâce à un questionnaire. Des analyses factorielles confirmatoires et des analyses de régression hiérarchique ont permis de vérifier nos huit hypothèses. Les résultats montrent que les pratiques de leadership sont modérément et significativement liées à la performance d’équipe. Les pratiques de leadership sont également liées fortement et significativement à l’engagement des membres envers les objectifs d’équipe. Par ailleurs, les résultats révèlent que l’engagement des membres envers les objectifs d’équipe joue un rôle médiateur complet dans la relation entre les pratiques de leadership et la performance d’équipe. Par contre, l’effet d’interaction entre les pratiques de leadership n’est pas significatif. La vérification du rôle médiateur de l’engagement des membres envers les objectifs d’équipe constitue un apport théorique dans la compréhension des équipes de travail. Sur le plan pratique, les résultats montrent que les responsables d’équipe ont intérêt à adopter des pratiques de gestion permettant l’atteinte des objectifs d’équipe tout en améliorant le sentiment d’engagement des membres et la performance d’équipe. / The purpose of this research is to study the effect that leadership practices can have on team performance. We decided to concentrate this study on two types of leadership practices that are distinct: empowerment leadership and autocratic leadership. This research also tends to explain the mediating role of team goal commitment in the relation between leadership practices and team performance. Furthermore, we examine the harmonization of both leadership practices present among a team leader to notice if the adoption of one type of leadership would diminish or amplify the impact of the other leadership type. Secondary data were collected in a public safety organization located in Canada. Overall, 381 members of 101 teams and their corresponding 101 immediate superiors were questioned through a questionnaire survey. Confirmatory factor analyses and a series of hierarchical multiple regression analyses were conducted to verify our eight hypothesis. The results showed that leadership practices have a moderate and significant effect on team performance. Leadership practices are also strongly and significantly related to team goal commitment. Otherwise, the results points out the mediating role of team goal commitment. In fact, the mediating role of team goal commitment was complete between leadership practices and team performance. Contrariwise, the interaction effect between leadership practices turned out to be not significant. The verification of the mediating role of team goal commitment represents a theoretical implication within the comprehension of team work. Likewise, on the practical side results showed that team leaders had better to adopt managing practices that can allow the team to reach the team objectives while improving the members’ sense of commitment and the team performance.

La présente recherche a pour objectif principal d’étudier l’effet que peuvent exercer les normes d’équipe sur le leadership partagé au sein des équipes de travail. Nous voulions vérifier les relations entre trois normes proposées par Day (2007) comme influençant de façon significative le partage du leadership dans les équipes. Il s’agit de la distance hiérarchique, de la sécurité psychologique et de l’orientation vers l’apprentissage. Cette recherche vise également à vérifier l’effet modérateur, d’une part, de l’interdépendance au travail et, d’autre part, celui de la complexité de la tâche sur les relations entre les normes d’équipe et le leadership partagé. Cette recherche se base sur des données secondaires qui ont été recueillies par Vincent Rousseau (professeur à l’Université de Montréal) et Caroline Aubé (professeure à HEC Montréal) auprès de 394 membres appartenant à 77 équipes et auprès de 77 supérieurs immédiats de ces mêmes équipes. L’ensemble de ces participants travaille dans une organisation de sécurité publique canadienne. Les données ont été collectées en utilisant la méthode du questionnaire. Des analyses de régressions ont été utilisées pour vérifier les hypothèses de cette étude. Les résultats montrent que la distance hiérarchique, la sécurité psychologique et l’orientation vers l’apprentissage sont significativement liées au leadership partagé. Ces normes d’équipe sont également fortement reliées entre elles. Les résultats n’ont, cependant, pas permis de confirmer l’effet modérateur de l’interdépendance au travail et de la complexité de la tâche sur les relations entre les normes d’équipe et le leadership partagé. Globalement, les résultats montrent que les gestionnaires tireront avantage à encourager les normes d’équipe associées à une faible distance hiérarchique, à une forte sécurité psychologique et à une orientation davantage axée sur l’apprentissage afin de faciliter l’exercice du leadership partagé et ce, en vue d’améliorer la performance des équipes et de l’organisation. / This research mainly aims to study the effect of team norms on shared leadership within work teams. We wanted to check the relationship between three norms proposed by Day (2007) as significantly influencing the sharing of leadership within teams. This refers to hierarchical distance, psychological safety and learning orientation. This research also aims to test the moderating effect of the interdependence to the task and of the task complexity on the relationship between team norms and shared leadership. This research is based on secondary data that was collected by Vincent Rousseau (Professor at University of Montreal) and Caroline Aubé (Professor at HEC Montreal) among 394 members from 77 teams and among 77 immediate supervisors of these teams. All these participants work in a Canadian public safety organization. Data was collected using the questionnaire method. Regression analyses were conducted to test the hypotheses of this study. The results show that hierarchical distance, psychological safety and learning orientation were significantly related to shared leadership. These team norms are also strongly interconnected. The results did, however, fail to confirm the moderating effect of task interdependence and task complexity on the relationship between team norms and shared leadership. Overall, the results show that managers will benefit from promoting team norms related to a low power distance, a strong psychological safety, and a strong learning orientation to facilitate the exercise of shared leadership and in order to improve team and organization performance.

Annotation: The dissertation "The successful team - how to well compiling and effectively lead the NGO team" is related to the personal management of NGO. The main goal of dissertation is to provide "the manual" to the team leader, how to well compile and lead effectively his or her team in the NGO. In the theoretical part of dissertation I firstly deal with the importance of NGOs in the society and their specifics. I'm interested consecutively in the phenomenas related to the personal management of NGOs. The second part of the work is written as an interrogatory survey. Due to this survey I'm focusing on providing the rewarding informations as - what are the important factors for the members of team and how to lead the team more effectively?

Made available in DSpace on 2016-04-28T20:57:29Z (GMT). No. of bitstreams: 1 Fatima Oliveira de Carvalho Araujo.pdf: 1233935 bytes, checksum: ec9e51142f021a069474a83404f2c7c1 (MD5) Previous issue date: 2008-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The goal of this study is to investigate the significations of the teachers regarding participation and democracy in school based on their experiences. It is a qualitative research that has the Socio-historical Psychology as the theoretical-methodological referential. Making interviews with three teachers of a Public School in São Paulo, we tried to realize how democracy is understood by them, which connections the teachers have inside the school and how they see their space of participation. The interpretative analysis of the data tried to articulate the theoretical referential of the Socio-historical Psychology with the studies of several of authors that write about democracy in school. The final considerations of this research point to the necessity of an enlargement of the concepts of democracy and participation, and it is necessary that the teachers reflect more deeply upon their participative and democratic practices and how these practices happen in school day by day / O objetivo deste estudo é investigar os significados constituídos por professores sobre participação e democracia na escola a partir de suas vivências e experiências. Trata-se de uma pesquisa qualitativa, que utilizou como referencial teórico-metodológico a Psicologia Sócio-histórica. Por meio de entrevistas e dinâmicas realizadas com três professores de uma escola pública de São Paulo, procurou-se apreender como a democracia é entendida, quais são as relações que os docentes estabelecem no interior das escolas e como percebem seu espaço de participação. A análise e a discussão dos dados buscou articulá-los ao referencial teórico da Psicologia Sócio-histórica e aos estudos de vários autores que tratam do tema democracia na escola. As reflexões finais desta pesquisa apontam para a necessidade de ampliação dos conceitos de democracia e participação e para a necessidade de formação docente voltada às práticas participativas e coletivas e sua concretização no cotidiano escolar

published_or_final_version / Social Work / Master / Master of Social Sciences

Le but de cette recherche est la vérification des relations entre les pratiques de leadership et la performance de l’équipe. Nous nous concentrons sur deux pratiques de leadership distinctes : le leadership d’empowerment et le leadership autocratique. Cette recherche vise également à comprendre le rôle médiateur de l’engagement des membres envers les objectifs d’équipe dans ces relations. De plus, nous examinons la combinaison des deux pratiques de leadership chez un même responsable d’équipe, à savoir si l’adoption d’un style de leadership peut réduire ou amplifier l’effet de l’autre style de leadership. Les données de types secondaires ont été colligées auprès de 381 membres faisant partie de 101 équipes ainsi que des 101 supérieurs immédiats de ces équipes œuvrant dans une organisation de sécurité publique canadienne. Ces données ont été recueillies grâce à un questionnaire. Des analyses factorielles confirmatoires et des analyses de régression hiérarchique ont permis de vérifier nos huit hypothèses. Les résultats montrent que les pratiques de leadership sont modérément et significativement liées à la performance d’équipe. Les pratiques de leadership sont également liées fortement et significativement à l’engagement des membres envers les objectifs d’équipe. Par ailleurs, les résultats révèlent que l’engagement des membres envers les objectifs d’équipe joue un rôle médiateur complet dans la relation entre les pratiques de leadership et la performance d’équipe. Par contre, l’effet d’interaction entre les pratiques de leadership n’est pas significatif. La vérification du rôle médiateur de l’engagement des membres envers les objectifs d’équipe constitue un apport théorique dans la compréhension des équipes de travail. Sur le plan pratique, les résultats montrent que les responsables d’équipe ont intérêt à adopter des pratiques de gestion permettant l’atteinte des objectifs d’équipe tout en améliorant le sentiment d’engagement des membres et la performance d’équipe. / The purpose of this research is to study the effect that leadership practices can have on team performance. We decided to concentrate this study on two types of leadership practices that are distinct: empowerment leadership and autocratic leadership. This research also tends to explain the mediating role of team goal commitment in the relation between leadership practices and team performance. Furthermore, we examine the harmonization of both leadership practices present among a team leader to notice if the adoption of one type of leadership would diminish or amplify the impact of the other leadership type. Secondary data were collected in a public safety organization located in Canada. Overall, 381 members of 101 teams and their corresponding 101 immediate superiors were questioned through a questionnaire survey. Confirmatory factor analyses and a series of hierarchical multiple regression analyses were conducted to verify our eight hypothesis. The results showed that leadership practices have a moderate and significant effect on team performance. Leadership practices are also strongly and significantly related to team goal commitment. Otherwise, the results points out the mediating role of team goal commitment. In fact, the mediating role of team goal commitment was complete between leadership practices and team performance. Contrariwise, the interaction effect between leadership practices turned out to be not significant. The verification of the mediating role of team goal commitment represents a theoretical implication within the comprehension of team work. Likewise, on the practical side results showed that team leaders had better to adopt managing practices that can allow the team to reach the team objectives while improving the members’ sense of commitment and the team performance.