The relationship between perceived leader behavior and work group behavior was examined. Archival survey data was used in the analyses. The company that developed the survey randomly selected 595 employees to complete the survey. Results suggest there is a strong and significant relationship between leader and subordinate behavior. Group members who report that their leader demonstrates a particular behavior also report that their work group demonstrates the same or similar behavior, suggesting that subordinates may be modeling the behavior of their leader. Leadership behaviors related to trust, availability, respect, conflict, and support seem to be the best predictors of work group behavior. Furthermore, whether or not group members have received team training appears to have an effect on their perceptions of their leader and work group. The challenge for leaders is to understand modeling principles so that they can facilitate the modeling of functional rather than dysfunctional behaviors.

No description available.

<p>After rigorous criticism on trait approach and with the emergence of behavioral approach in entrepreneurship during 1980s, the researchers started to introduce learning and cognitive theories in entrepreneurship to describe and explain the dynamic nature of entrepreneurship. Many researchers have described venture creation as a core and the single most important element of entrepreneurship. This thesis will discuss and present the role of entrepreneurial learning and heuristics in venture creation. Hence, the purpose of this research thesis is to study and analyze the role of entrepreneurial learning and heuristics in venture creation.</p><p>To fulfill the purpose of this thesis, we followed qualitative research and conducted semi structured interviews with open ended questionnaires to collect empirical data. For this study, we have included only four interviews which were conducted on four different businesses based in Jönköping, Sweden, following convenience sampling. In the analysis, we used data analysis model of Walker, Cooke and McAllister (2008) and inductively generated three propositions, depicting the role and importance of entrepreneurial learning and heuristics in venture creation.</p><p>Individuals adopt entrepreneurship in their careers with necessary skills, abilities, and knowledge, which are learned or gained through experiential learning and/or vicarious learning (i.e., learning by observing or modeling the actions of others). Learning by doing is considered the most important factor by entrepreneurs which helped them to overcome different business start up hurdles, to make various entrepreneurial decisions and to perform many entrepreneurial activities during venture creation. Similarly, individuals within their own situation use, learning by observing or modeling other people’s behaviour, actions and consequences of the actions. Entrepreneurs use learning by modeling the behaviour and actions of others as benchmarking strategy during venture creation. Entrepreneurs believe that without any learning they will not be able to start their own businesses. Heuristics as decisions making mechanism, particularly during venture creation, is used by entrepreneurs as simplifying strategy when sufficient information related to a specific market, certain industry and products are scarce. Additionally, entrepreneurs are passionate to grab profitable business opportunity, and due to time pressure and brief window of opportunity, they can’t go for gathering each and every information of the potential business or product. Hence, heuristics as decisions making mechanism is considered the best suitable approach to make many entrepreneurial decisions during venture creation.</p><p> </p><p> </p><p> </p><p> </p><p> </p>

After rigorous criticism on trait approach and with the emergence of behavioral approach in entrepreneurship during 1980s, the researchers started to introduce learning and cognitive theories in entrepreneurship to describe and explain the dynamic nature of entrepreneurship. Many researchers have described venture creation as a core and the single most important element of entrepreneurship. This thesis will discuss and present the role of entrepreneurial learning and heuristics in venture creation. Hence, the purpose of this research thesis is to study and analyze the role of entrepreneurial learning and heuristics in venture creation. To fulfill the purpose of this thesis, we followed qualitative research and conducted semi structured interviews with open ended questionnaires to collect empirical data. For this study, we have included only four interviews which were conducted on four different businesses based in Jönköping, Sweden, following convenience sampling. In the analysis, we used data analysis model of Walker, Cooke and McAllister (2008) and inductively generated three propositions, depicting the role and importance of entrepreneurial learning and heuristics in venture creation. Individuals adopt entrepreneurship in their careers with necessary skills, abilities, and knowledge, which are learned or gained through experiential learning and/or vicarious learning (i.e., learning by observing or modeling the actions of others). Learning by doing is considered the most important factor by entrepreneurs which helped them to overcome different business start up hurdles, to make various entrepreneurial decisions and to perform many entrepreneurial activities during venture creation. Similarly, individuals within their own situation use, learning by observing or modeling other people’s behaviour, actions and consequences of the actions. Entrepreneurs use learning by modeling the behaviour and actions of others as benchmarking strategy during venture creation. Entrepreneurs believe that without any learning they will not be able to start their own businesses. Heuristics as decisions making mechanism, particularly during venture creation, is used by entrepreneurs as simplifying strategy when sufficient information related to a specific market, certain industry and products are scarce. Additionally, entrepreneurs are passionate to grab profitable business opportunity, and due to time pressure and brief window of opportunity, they can’t go for gathering each and every information of the potential business or product. Hence, heuristics as decisions making mechanism is considered the best suitable approach to make many entrepreneurial decisions during venture creation.

abstract: Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring it has yet to been examined if a secondary behavior such as goal-setting can be influenced. The present study investigated if observing virtual humans engaging in a tutoring session on rotational kinematics with embedded positive goal oriented dialogue would increase knowledge of the material and perpetuate a shift an observer's goal-orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains were observed in pre to post test knowledge retention tests. Significant changes from pretest to posttest occurred across conditions for LGO. Additionally, significant changes from PAVGO pretest to posttest were observed in the control condition however PAVGO did not significantly change in the experimental condition. / Dissertation/Thesis / Masters Thesis Applied Psychology 2014

Knowledge management has become one of the most important challenges inorganizations’ pursuit of competitiveness and long-term success. Essentialaspects of managing knowledge are its creation, transfer and retention.Organizational learning, which comprises these three processes, aims forimproving an organization’s performance. Hence, having an effective approachto organizational learning is crucial. In the literature, numerous guides, models and opinions on organizational learning exist, yet organizations struggle to learn from their experiences. This can be explained by the fact that the theory focuses on how to capture rather than how to apply learnings. Moreover, a description of a practical approach is lacking. Therefore, this thesis aims to develop a holistic strategy for an effective use of organizational learnings. For this purpose, a case study at the transmission development department ofa large Swedish commercial vehicle manufacturer was conducted. The statusquo of organizational learning as well as potential barriers to and drivers andenablers for an effective learning approach were investigated qualitatively. The data gathered was analyzed under the lens of organizational learning viewed from the outpost of social learning theory. Furthermore, Law and Chuah’s (2015b) theoretical framework for the study of organizational learning was applied. Great similarities between this study and previously conducted studies werediscovered. The research confirmed that even though organizationsacknowledge the value of organizational learning, they tend to lack an effective learning strategy. Learnings are seldom captured and applied even more rarely. One of the main reasons found is that the drivers for organizational learning, i.e. strong leaders, and a shared vision and mission, are poorly developed. These findings subsequently fed into the development of a learning strategy, which was adapted iteratively. It is designed to facilitate organizational learning in order to improve the learning outcome. For the learning strategy, the authors describe concrete learning actions as well as the underpinning drivers and enablers. The results of this thesis can serve as a springboard for further studies. The thesis opens up the possibility to examine the effectiveness of diverse strategies and to determine practical approaches to how organizational learning can be promoted. This study provides a relevant example for the setup of such a strategy and accentuates the importance of organizational learning.

Cette thèse se situe dans un axe novateur de recherches en ingénierie et en management des systèmes d’information, elle articule à la fois les aspects de quatre domaines de recherche issus de l’Informatique, des Sciences des Systèmes d’information et des Sciences Humaines et des aspects pratiques liées aux entreprises du Web 2.0. Le «Crowdsourcing», comme son nom l’indique, désigne l’approvisionnement par la foule; Les études et les recherches sur cette thèse se font rares mais celles qui existent confirment l’intérêt managérial des plateformes de Crowdsourcing, grâce à leur rôle incontestable dans la création de valeur. Néanmoins, la foule est composée de groupe d’amateurs hétérogènes, c’est pour cela qu’elle représente aussi une source d’incompétence. Dans ce cadre, notre hypothèse opérationnelle pose que l’apprentissage de la foule stimule la création de valeur dans les plateformes Crowdsourcing. Ainsi, notre travail est, principalement organisé autour de la conception et l’élaboration d’un outil pour l’apprentissage de la foule au sein des plateformes de Crowdsourcing. Ce travail est de nature complexe et relève à la fois d’un travail de recherche et d’une pratique d’ingénierie. C’est pour cela que nous optons pour une démarche constructiviste exploratoire de type qualitative moyennant la méthode de recherche ingénierique qui vise à définir et à concevoir une approche d’apprentissage adaptée aux plateformes de Crowdsourcing et à l’implémenter par la suite au sein d’une plateforme Crowdsourcing de test spécialisée dans les Backlinks. Des expérimentations basées sur des entretiens semi-directifs viendront, à la fin de ce travail, confirmer ou infirmer nos hypothèses. / This thesis is situated in an innovative line of research in engineering and management information systems, it articulates both the aspects of four disciplines of research in the Computer Science, Information Systems, Human Sciences and practical aspects related to Web 2.0 companies. The "Crowdsourcing" as its name suggests, refers to the sourcing by the crowd, studies and research on this topic are infrequent but those that exist confirm the managerial interest of Crowdsourcing platforms, thanks to their undeniable role in value creation. Nevertheless, the crowd is composed of heterogeneous group of amateurs that is why it is also a source of incompetence. Our operating hypothesis posits that learning the crowd stimulates the creation of value in the Crowdsourcing platforms. Thus, our work is mainly organized around the design and development of a tool for learning the crowd in Crowdsourcing platforms. This work is complex and involves both a research work and practical engineering. That is why we choose an exploratory qualitative constructivist approach and an ingénierique research method to define and develop a suitable approach of learning adapted to the Crowdsourcing platforms and implement it thereafter within our test Crowdsourcing platform specializes in Backlinking. Experiments based on semi-structured interviews will, confirm or deny our hypotheses.

This study seeks to explore students’ subjective and collective experience of an experiential family therapy module within the Clinical Psychology Masters training programme. It looks at the perceptions of nine trainee therapists who used genograms and family sculpting to present their family of origin. The study takes place after the completion of the practical internship year with the purpose of exploring relevant emotional, cognitive, social and therapeutic effects of this module. A literature survey reveals that the use of genograms and family sculpting during training has received little research interest as most studies have primarily focused on their use during therapy with clients and in supervision. There is a scarcity of literature available that pertains directly to psychologists themselves and their wider social context. An exploratory review has been made to supplement the literature and pertains to experiential programmes in training in general and the psychologist’s self in training. The epistemology that directs this research falls within a postmodern frame. The experience is viewed from within the broad systems perspective. This approach acknowledges the dynamic and recursive interactions which occur between and within systems, and permits a broad perspective to be taken that is inclusive rather than exclusive. A qualitative research design was selected as it lends itself particularly well to the study of the ‘lived realities’ of people within their context and allows the information gained from the study to guide the research process. Semi-structured open-ended in-depth interviews were used as they allow for greater freedom and fewer restrictions regarding direction for the participant. A thematic analysis was carried out in order for the central themes of the experience to emerge. These themes were discussed extensively and integrated with the literature available. The multigenerational family presentation seems to create greater awareness of patterns and roles and these insights have a pervasive impact in many contexts. Understandably, the trainees feel emotionally overwhelmed as they become both observer and observed, viewing their interaction from a third-person perspective. This awareness of process results in a loss of spontaneous response and initial debilitation which is associated with feelings of loss and isolation. The self-exploratory behaviour gives rise to a reflexive reconstruction of self as a result of the access to new meanings regarding the dynamics and relationships within the family system, which enhances understanding of the complex interplay of systems, and ultimately facilitates the processes of integration, repair and resolution. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

Cette thèse examine une réalité managériale où le développement des apprenants est opérationnel et autosuffisant grâce à des modes informels d'apprentissage numérique renforcés par un monde interconnecté croissant. Nous proposons d’analyser cette réalité auprès de ceux qui ont pour fonction de créer, diffuser ou vendre des connaissances : les travailleurs du savoir.Notre cadre théorique s’appuie sur les travaux de Bandura (1962) autour de l’apprentissage vicariant, qui se construit à partir et avec les autres. L’analyse fait émerger quatre pratiques que nous qualifions d’« anthropocentrées ». Nous expliquons les conditions d’un tel apprentissage en mobilisant le prisme de l’apprenance, suggérant des facteurs de recours. Enfin, nous interrogeons le lien entre pratiques et facteurs afin de mettre en évidence des modes informels d’apprentissage numériques. Nous mettons en avant quatre modes évoquant les célèbres personnages de Goscinny et Uderzo, les modes :Astérix, consistant à mobiliser toutes les ressources nécessaires pour répondre à une ambition précise ;Idéfix, illustre pour l’apprenant une mise à jour réactive afin s’ajuster aux évolutions ;Obélix, est mis en œuvre pour répondre efficacement au bon besoin, au bon moment ;Panoramix, révèle les créations et diffusions de contenus.Notre travail enrichi les modèles existants de l’apprentissage vicariant et de l’apprenance, au sein de leur spécificité numérique. L’identification de ces quatre modes par les organisations s’associe d’un accompagnement adéquat. / This doctoral work examines the learning experience as an operational and self-sufficient development through informal paths of digital learning reinforced by an increasing interconnected world. We purpose an analysis with those whose function is to create, disseminate or sell knowledge : the knowledge workers.Our theoretical framework is inspired by Bandura (1962), which provides a reading grid of vicarious learning, i.e. learning from others. First, our analysis identifies four informal learning practices that we describe as "anthropocentric". Second, we explain the conditions of such learning by mobilizing the prism of “apprenance” which allows us to identify the factors favoring the use of these practices .Finally, we question the link between practices and factors in order to highlight informal modes of digital learning. We put forward four paths evoking the famous characters of Goscinny and Uderzo :Asterix mobilizes all the necessary resources to meet a specific ambition ;Idéfix updates his knowledge in reaction to changes ;Obelix responds effectively to the right need, at the right time ;Panoramix, reveals the creation and the diffusion of contents.Our work enriches and refines existing models of vicarious learning and “apprenance” with the specificity of the symbolic world.This distinction of four paths allows organizations to better distinguish learner profiles among collaborators as well as the appropriate support methods in their learning.

No description available.