<p> Collectivism refers to a tendency to value group membership and collective responsibility. Much of what we know about how collectivism influences team effectiveness is drawn from research that has assumed collectivism to be determined by either cultural contexts (e.g., Hofstede, 1980), or individual differences (e.g., Triandis, Leung, Villareal, & Clack, 1985). Based largely in social psychology, another perspective is emerging in which collectivism is viewed as a group norm within a team. The issue of collectivistic group norms within teams has yet to be examined in relation to team effectiveness outcomes, and may help to explain phenomena that have yet to be fully explained by cultural contexts or individual differences. In a longitudinal study of 60 self-managing teams performing a human resources management simulation, collectivistic group norms was positively associated with collective efficacy and team performance after controlling for the individual difference measure of psychological collectivism. Although psychological collectivism was positively associated with collectivistic group norms, only the two psychological collectivism sub-dimensions of concern and norm acceptance were positively associated with collectivistic group norms while no associations were found between collectivistic group norms and the remaining three sub-dimensions of preference, reliance, and goal priority. Collective efficacy fully mediated the association between collectivistic group norms and team performance. Collectivistic group norm sharedness moderated the associations between collectivistic group norms and collective efficacy, and collectivistic group norms and team performance. This study is among the first to introduce collectivistic group norms to the organizational behaviour literature and to use collectivistic group norm sharedness to account for unique variance in collective efficacy and team performance.</p> / Thesis / Doctor of Philosophy (PhD)

Tема управления формированием проектных команд входит в десятку наиболее актуальных в современном менеджменте как в бизнес сфере, так и в образовании. На основе анализа существующих подходов и моделей командообразования, а также полученных эмпирических данных, был разработан пакет конкретных практических рекомендаций, адресованных общеобразовательным организациям, осуществляющим инновационную деятельность. Определена научная новизна: определены сущность и содержание понятия проектная команда, как группы по разработке и внедрению инновационных проектов. Выявлены специфика проектной команды в общеобразовательном учреждении (организационное построение, разнородность состава команды, характер решаемых задач), что расширяет имеющиеся в науке представления о командообразовании в общеобразовательных организациях; разработан алгоритм формирования проектных команд в общеобразовательном учреждении; разработана и апробирована модель управления формированием проектной команды в сфере общего образования; выявлены и обоснованы нормативно-правовые документы, регламентирующие проектное управление в общеобразовательной организации; организацию деятельности проектных команд при разработке и внедрении инновационных проектов; определена эффективная система мотивации креативных сотрудников к участию в проектной деятельности в составе команды. / The topic of managing the formation of project teams is among the top ten most relevant in modern management, both in the business sphere and in education. Based on the analysis of existing approaches and models of team building, as well as the empirical data obtained, a package of specific practical recommendations was developed for general education organizations engaged in innovative activities. The scientific novelty is determined: the essence and content of the concept of a project team as a group for the development and implementation of innovative projects are determined. The specificity of the project team in educational institution (organizational structure, the heterogeneity of the composition of the teams, the nature of tasks), which expands the available scientific ideas about team building in educational institutions; the algorithm of formation of project teams in educational institution; developed and tested a model of management of development of the project team in General education; identified and justified legal documents, regulatory project management in educational organizations; organization of project teams ' activities in the development and implementation of innovative projects; an effective system for motivating creative employees to participate in project activities as part of a team is defined.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to explore Team Support, an in-school youth development program designed to facilitate high school student-athletes' acquisition of personal and social responsibility by using physical activity. The first research question sought to determine the fidelity of Team Support to Hellison's Personal and Social Responsibility model, the model it purported to implement. The second research question assessed if Team Support was perceived to be an appropriate intervention for teaching personal and social responsibility to the student-athlete participants. For the first research question, a protocol adherence rating scale was created to gather quantitative and qualitative data on approximately 110 student-athletes and 19 advisors. For the second research question, qualitative data were gathered through 2 focus groups of 8 student-athletes each, 12 individual interviews with student-athletes, 9 individual interviews with advisors, and participant observer notes to explore student-athletes and advisors' perceived social, emotional, and academic outcomes of student-athletes' participation in Team Support. The study employed descriptive statistics and thematic analyses to answer its research questions. The results of the investigation yielded short term and long term implications to urban youth, sport practitioners, school counselors, users of Hellison's model, school administrators, and other educators. / 2031-01-02

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The study was specifically designed to explore the leadership density in selected secondary schools by examining how leadership at the middle tier is conceived and implemented. This focus was predicated on the increasing demand to acknowledge the layers of leadership that exists in schools. Additionally, there is a growing need to direct attention to this tier by building their leadership capacities as the expectations regarding accountability in the educational system increases. In pursuing this investigation, a qualitative research design was used and therefore the main data collection tool was in depth semi-structured interviews. In addition, a ranking activity was done by the respondents as well as observations and review of documents were also included in the data gathering procedures. These tools while providing rich data, also served an integral function of triangulation. This provision was made possible from respondents drawn from a pool of middle managers in selected secondary schools using purposive sampling. The data revealed that both categories of middle managers saw their roles as very important to the effectiveness of the organization. Their significance was supported by the principals of the schools in which the middle managers operate. While middle managers expressed their understanding of some fundamental leadership practices through the ranking activity, the evidence of alignment in their conversations about their own practices reflected gaps between their beliefs and the description of their practices. The data further revealed that variation was evident in the conceptualization and implementation of leadership practices within and across the schools. Clear identification of a sustained plan for leadership development for the team members led by the middle managers was not easily detected. This was not surprising as it was clear that middle managers were not exposed to a preparation program to transition from classroom teacher to middle manager. Keywords: leadership practices, middle managers ’practice, and team leadership. / Educational Leadership