Forskningen angående gryppdynamikens inverkan på högintensiv träning är liten, vilket skapar problem i samband med den ökade träningstrenden. Det har nu uppstått en ny arena att forska på. Genom experimentella studier studerades individers motivation samt prestation i olika försatta situationer. 10 deltagare utförde samtliga under sammanlagt tre tillfällen ett förutbestämt pass under olika förutsättningar (se bilaga 1). Studien innebär således tre likadana passutföranden.Genom intervjuer samt kartläggning av tider sammanställdes data vilken kom att beskriva samt förklara hur och varför deltagarnas prestationer kom att skifta. Resultatet kom att analyseras med hjälp av studiens teoretiska ramverk angående tävlingssituationer av Weinberg & Gould (2011) samt flertalet motivationsteorier. Studien visar tydliga samband på att prestation samt motivation ökar då deltagarna utför passen med medtävlande, samt i större grupper. Resultatet korrelerar kraftigt med tidigare studier samt forskning som finns angående ämnet gällande medtävlande samt draghjälp, samtidigt som utfallet särskiljer sig till viss del angående tidigare forskning om gruppens inverkan på prestationen.

The key to production effectiveness lies in the optimal utilisation of the organisations own employees. This has been accomplished by changing the power structure within organisations with the introduction of self-directed work teams. In addition to carrying out the work, SDWT members make decisions that are traditionally the jurisdiction of first line supervisors. This method of management and work planning can lead to added stress and behaviour not anticipated from employees. This behaviour, if not addressed, may have a debilitating effect on the team's performance and therefore on the organisations' bottom line. To address this behaviour, the specific causes must first be identified. The pressure within the teams of a gold mine is increased due to the fact that one day's loss of production can cost hundreds of thousands of rand. The objective of the research was to determine what causes certain dysfunctional behaviours in self-directed work teams, and the effect this has on the workplace and performance. A qualitative study was done whereby a single group of subjects was obtained. This group consisted of 40 subjects (N=40). Three different work groups were part of the case study. These groups were observed in the workplace, the group's interactions with other members in the group were observed, and the group's interactions with leadership figures were observed, and finally individual members participated in unstructured interviews in order to identify the experience of members in the work groups and also to discover what elements contributed to the dysfunctional behaviour identified in the workplace. Data from interviews was used to develop major groupings, or general classifications of broad categories of themes, where a theme is a recurrent topic of discussion or often mentioned key factor with regards to behaviour. Information was also gathered by observing individuals in their places of work. The results showed that the factors, which were most frequently sited, were the issues of contradictory demands and control (leadership). Another factor considered important by all role players was relationships. Other influences identified, but of less importance, were support, trust and communication, cultural diversity, role clarity and finally, individual needs. By way of conclusion, recommendations for future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

Through the lens of the social identity approach (Haslam, 2004; Hogg & Terry, 2001) and in particular, the subjective group dynamics (SGD) model (Abrams, Randsley de Moura, Hutchison, & Viki, 2005) and an organisational justice perspective (Tyler & Blader, 2003), the current program of research set out to explore, in two phases, how anti-norm leaders can mitigate negative responses by their group members when they wish to lead their group towards the prescriptive norms of an outgroup. The first phase of the research, comprising three pilot tests, and Study 1, Study 2a and 2b investigated how anti-norm leaders were judged by ingroup members, and two possible moderators of this effect. Study 1 aimed to replicate the basic findings of Abrams et al. (2008) and explore whether group members’ evaluations of normative and deviant leaders would be moderated by the leaders’ method of gaining leadership (appointed vs. elected). Study 2a and 2b examined whether group members’ evaluations of normative and anti-norm leaders were moderated by the relationship of the ingroup to the authority who appointed the leader. The second phase of the research, comprising three pilot tests and Studies 3, 4 and 5, moved to consider what could help anti-norm leaders gain positive evaluations from members of their group in an organisational context. Drawing on the group engagement model (Tyler & Blader, 2003), the traditional leadership literature (Hollander, 1958; Hollander & Julian, 1970), and relevant literature from the social identity approach (Hornsey, 2005; Morton, Postmes, & Jetten, 2007) the second phase aimed to examine whether perceived respect from the leader could help the anti-norm leader to gain more positive evaluations from their group members. Study 3 replicated the design of Studies 2a and 2b in a pseudo-organisational scenario with perceived respect from the leader as an additional measured variable. Study 4 explored the impact of the informal quality of treatment (IQT) received by the ingroup members from the leader on perceptions of the anti-norm leader. In addition, the proposed mediating effect of perceived respect from the leader was examined. Study 5 examined whether respect for the group’s history by the leader would diminish the negative responses of group members to an anti-norm leader. Across the six pilot studies and six main studies, and consistent with the SGD model (Abrams et al., 2005; Abrams et al., 2008), normative leaders were consistently endorsed more, or evaluated more positively, than anti-norm leaders. Across the different testing contexts, incumbent anti-norm leaders were derogated regardless whether they were appointed or elected or whether the outgroup who appointed them had an incompatible or irrelevant relationship with the ingroup. Further, whilst showing high IQT to group members helped anti-norm leaders obtain similar evaluations as to those obtained by low IQT normative leaders, exhibiting high levels of respect for group history failed to help anti-norm leaders mitigate negative evaluations from their group members. These findings suggest that, in line Abrams et al. (2008), once an individual becomes a leader, group members do not take into consideration how that leader came to be or where they came from in evaluations. Instead, group members seem to focus on what the leader does, or can do, for the group. Whilst respect at the group, and particularly at the individual, level can have a limited impact on evaluations, it would seem that little that the leader can do on their own will moderate the negative evaluations of them that stem from the fact that their position fundamentally undermines the validity of prescriptive ingroup norms. As such, and consistent with SGD literature (Abrams et al., 2005; Abrams et al., 2008), the findings of the current program of research demonstrate the overwhelmingly robust motivation of group members to derogate anti-norm leaders who undermine prescriptive ingroup norms. For leaders faced with the challenging task of leading their ingroup towards the prescriptive norms of an outgroup, the findings of the current program of research suggest that, consistent with the group engagement model (Tyler & Blader, 2003) bolstering respect for group members through enacting both informal and formal procedures may be somewhat effective. Alternatively, and to carry the black sheep analogy dominant in this line of research further, the anti-norm leader may simply constitute the proverbial ‘sacrificial lamb’ – that is rejected and unpopular among the people he or she is supposed to lead.

There is a general lack of in-depth research into what it means (and takes) to be a member of a small group. Firstly, research is often focused on leadership rather than on membership and, secondly, empirical research tends to focus on studying group outcomes rather than group process. The purpose of this research was to explore the forces involved in being a member of a small group and to develop a research method for doing so. A post foundational philosophical stance was adopted in terms of which the need both for discovering universal truths as well as gaining in-depth understanding within context, was pursued. A constructivist grounded theory design was adapted by developing a theoretical lens with which to facilitate the coding and analysis of the data. This theoretical lens was based on an integration of Kurt Lewin’s field theory; Wilfred Bion’s psychoanalytic group-as-a-whole approach; S.H. Foulkes’s group analytic approach and Yvonne Agazarian’s theory of living human systems. The data consisted of transcribed video material of ten 90-minute sessions conducted with a training group of 9 members; written reflections by the group members on their group experience as well as field notes taken by the researcher during the training group sessions. Through the application of the theoretical lens to the data, member behaviour was coded both deductively and inductively, thus allowing the data to speak for itself whilst maintaining a rigorous analytical structure. The result of this exploration was an emerging field theory of group membership which postulates the group member as existing within a field of forces (both pro- and anti-group) operating between the triangular ‘polarities’ of belonging, individuality and task. The theoretical and practical implications of this field theory are discussed in terms of their relevance to both grounded theory research methodology and group psychology. Finally, it is shown how this research can be used as a foundation from which to conduct a multitude of future studies into group processes from the perspective of the group member. / Thesis (PhD)--University of Pretoria, 2012. / Human Resource Management / unrestricted

This study sought to explore the perceptions of social loafing held by post-graduate university students within a group work context. The study aimed to advance understanding of how such perceptions can impact group work endeavours. Specifically, the key tenets that guided the study were whether or not the participants had experienced the phenomenon of social loafing through the duration of their university careers; how prevalent it was; how the encounter had shaped their views on group work; how it impacted their motivational levels; whether they had personally engaged in social loafing or not; as well as how they dealt with social loafers within their groups. This purely qualitative study employed a phenomenological lens in deriving exploratory information from a purposive sample (eight post-graduate students enrolled in the University of Pretoria's Human Resource Management Department). The findings from the research illustrate that the whole sample had experienced social loafing within a group work context. What differed, were the subjective interpretations of the phenomenon held by the students. Students were readily able to provide specific examples and instances where they had been exposed to loafing by a peer or where they, themselves, had loafed. Students' applied various mechanisms to deal with loafers within their work groups, namely, direct confrontation; eliminating perceived loafers from in-group selection from the onset; peer review or evaluations/appraisals; as well complete conflict avoidance through no action at all. The presence of a loafer created feelings of frustration amongst most of the students. The phenomenon itself was more likely to occur when there was a lack of incentive or evaluation, disinterest in the topic or limited knowledge of the work content. Further, the larger the group size, the greater the likelihood of a loafer being present. From these findings it is evident that social loafing is common and leaves a lasting impression on those that have been exposed or engaged in the phenomenon. Recommendations include: the optimal size for a group work task be ideally set at 4 to 5 people; group work activities should have clearly defined goals and objectives; clear means of evaluation must exist to ensure that each group member's contribution can be appraised; prior exposure to the content of the task is important and group work should not take place before modular assessment; lecturers need to take on an active role in mitigating against loafing; realistic time frames for group task completion must be present; and increased focus on educating students on how to be constructive group members should be considered as part of a best practice group work approach. / Mini Dissertation (MCom)--University of Pretoria, 2016. / Human Resource Management / MCom / Unrestricted

The primary purpose of this study was to use some of the action methods of playback theatre to facilitate the acquisition of knowledge through the experience of building community. The impact of action methods on group dynamics and the relationship among methods, individual perceptions, and the acquisition of knowledge were analyzed. The researcher suggested that playback theatre action methods provided a climate in which groups can improve the quality of their interactions. The Hill Interaction Matrix (HIM) formed the basis for the study's analysis of interactions. Since the researcher concluded there were significantly more interactions coded in the "power quadrant" after training, the researcher assumed that playback theatre action methods are a catalyst for keeping the focus on persons in the group, encouraging risk-taking behaviors, and producing constructive feedback between members. Based on session summaries, individual interviews, and an analysis of the Group Environment Scale (GES), the training group became more cohesive, became more expressive, promoted independence, encouraged self-discovery, and adapted in innovative ways. The experience of an interconnected community created a space where positive growth could occur. The researcher concluded that the process of community building is intricately connected with a person's ability to make meaning out of experiences. Participants in the study noted several processes by which they acquired new knowledge: (a) knowledge through internal processes, (b) knowledge through modeling, (c) knowledge through experiences, (d) knowledge through acknowledgment and application. Acknowledging and applying knowledge were behaviors identified as risk-taking, communication and active listening, acceptance of diverse cultures and opinions, and building community relations. The study suggested further research in the effects of these methods compared to other learning methods, the effects of these methods on other types of groups, the effects of the leader's relationship to the group, and the long-term effects on group dynamics.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

Robots and other automated systems have potential use in many different fields. As the scope of robot applications that robots are used for increases, there is a growing desire to have human operators manage multiple robots. Typical methods of enabling operators to multi-task in this way involve some combination of user interfaces that support human cognition and advanced robot autonomy. Our research explores a complementary method of managing multiple robots by utilizing operator teams. The evidence suggests that for appropriate task scenarios, two cooperating operators can be more than twice as effective as one operator working alone.

Small groups are integral for many activities in the foreign language classroom and their pedagogical importance is well established. Despite the widespread use of groups in foreign language education, there is a dearth of research investigating group processes and the impact of emergent leaders within these groups. This mixed-methods, longitudinal study was designed to first establish the presence of emergent leaders within an SLA context, and then to investigate the factors influencing who will emerge as the leader, and the impact they have on the views and performance of the group. First-year students majoring in science at a private university in western Japan were placed into three English Communication classes depending on their major within the school, and further randomly assigned to small groups of three to four people within each class. Students worked together in these groups for the first semester spanning 14 weeks and were required to take part in group presentations and group discussions. Measures of aural and general English ability, English communication self-efficacy, and the Big Five dimensions of personality were used to predict who would emerge as leaders within each group, and group and individual change was tracked using measures of self- and collective-efficacy. Participant and video observation, and interview data were used to provide rich description of the intra-group processes. In the second semester the students were allowed to self-select their groups, which were then fixed for the 14-week course. The first finding of the study was that leaders emerged in the small groups in this context, and proficiency in English was found to be the only consistent predictor of group leader emergence, with extroversion predicting initial perceptions of leadership only. The second finding of the study was that individuals' perceived leadership was relatively stable when in the same group, but that when the group makeup was changed there were large differences in the perceived leadership scores, suggesting that leadership behavior depends on the group in which students are in, and that group makeup influences individual student behavior. The third finding was that different types of leader were found to exist, with visible leaders who were easily identified by the teacher, and invisible leaders who were recognized by group members to be leader, but not clear to the teacher. The fourth finding was that collective-efficacy was existed as a group-level construct in this context, and growth models showed that self-efficacy increased for students in both the first and second semesters, and that the group experiences in the first semester seemed to influence rates of change in self-efficacy in the second semester, suggesting that the products of previous group experiences carry into subsequent group work and affect attitudes and behavior. The fifth finding was that students select group members based on friendship, but that students had mixed preferences with regard the choice between random group formation and self-selection into groups. Students almost universally felt that changing group members at regular intervals of several weeks was beneficial. Overall the study highlighted the importance of group makeup, and particularly leadership in this context, and showed that behavior in the language classroom was heavily influenced by group members. / Applied Linguistics