Meetings in work groups are important organisational arenas to form ideas, share knowledge, and co-ordinate and develop work. Therefore, meetings are a potential source to innovation and efficiency in organisations, as well as to a means to improve interpersonal relationships in the workplace. One approach in previous research on group interaction has been to codify verbal utterances and link various communication patterns to group performance. However, missing in previous research is how the interaction pattern in a group emerges and how behaviour of the group affects the interaction pattern. This thesis focuses on behavioural and contextual factors and their impact on the interaction pattern of work groups. The aim of the thesis is to investigate how the interactional pattern of meetings is influenced by the behaviour of the leader, the behaviour of the group members, and the structure of the meeting. To investigate the link between contextual factors and the interaction patterns, group observations were conducted in management teams and work groups, during their ordinary meetings. As a basis for observation, Losada & Heaphy’s (2004) communication model was applied, which showed a link between a specific communication pattern and high performance. The findings of the present thesis suggest that the leader plays a significant role for the outcome of the interactional pattern of a meeting and that he or she can contribute in several ways. Equally important to the interactional pattern of management teams and work groups is the effort and commitment expended by the other participants. The findings further show that the structure of the meeting is relevant: For example, structuring the meeting as a case discussion rather than a traditional meeting agenda results in a more dynamic interaction. By examining how the interaction is affected by leader behaviour, employee participation and meeting structure, the thesis contributes to the existing literature in the field of interaction analysis.

Viktigt för ett bra gruppklimat är bland annat gruppens kommunikationsmönster och tidigare framgångar, något som är beroende av tydliga mål för arbetet. Tidigare forskning har påvisat ett positivt samband mellan gruppens kollektiva efficacy och dess prestationer. Området kollektiv efficacy är relativt välforskat, dock tycks frågan om vilka faktorer som har betydelse för kollektiv efficacy i arbetsgruppen stå relativt obesvarad. Inom området dominerar kvantitativ metod, varpå en kvalitativ ansats bedömdes lämplig i denna undersökning. Syftet med denna undersökning var att undersöka vilka faktorer som har betydelse för individens upplevelse av kollektiv efficacy i arbetsgruppen. Undersökningen baserades på intervjuer med 7 medlemmar av olika arbetsgrupper inom vitt skilda branscher. Kärnan i berättelserna om individens upplevelse av kollektiv efficacy låg i betydelsen av stöd och delaktighet på arbetsplatsen, både mellan medlemmarna i gruppen och mellan arbetsgruppen och ledningen. Slutsatsen är att gruppmedlemmars upplevelse av kollektiv efficacy är beroende av samspelet mellan inomgruppsfaktorer och ledarskapsfaktorer.

Teacher Support Teams have recently been established at all schools within the Republic of South Africa. Their success, however, has been mixed and some have ceased to function at all. It has therefore been the purpose of this research project to evaluate the current status of implementation at a sample of schools within one circuit of the Ilembe district within the KwaZulu Natal Department of Education. This study therefore reports on the degree of success experienced by schools in the operation of Teacher Support Teams as they have grappled with the harsh realities of the communities that they serve. Many problems and obstacles serve to impede their progress and it is the intention of this study to learn from these experiences. In so doing, one is in a position to provide added and valued support to such schools. Lastly, the research aims to assess whether there are significant differences between the experiences and the nature of interventions between primary and secondary schools. A survey methodology was conducted that utilised a standardised questionnaire and thereafter, a semi-structured interview. Both quantitative and qualitative data provided an insight into the issues confronting Teacher Support Teams, and thereby allowed for recommendations to follow that could assist in future advocacy programmes. A critique of current theoretical frameworks is provided, followed by a more pragmatic approach that is suggested as an alternative to better suit the context of South African schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

Includes bibliographical references / [283] leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Commerce 1993?

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).

This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.

Canadian ideology promotes the concept of a “cultural mosaic,” which encourages groups to maintain their unique cultural heritage in a pluralistic society. However, despite being a popular metaphor, to date, there are only two academic articles on the concept (Chao & Moon, 2005; Eilam, 1999), and the extent to which the cultural mosaic truly represents the Canadian society is undocumented. Furthermore, the challenge facing multicultural organizations is achieving a balance among cultures in the workplace that benefits both individuals and their organizations. To address this challenge for the workplace and work groups, I developed and explored the concept of the Cultural Mosaic—defined as a multicultural work group in which members’ distinct cultural heritages, values, and practices are mutually recognized and accepted by the group, and are leveraged in the group’s activities—and created the Cultural Mosaic Scale (CMS) to measure the construct. In three studies, exploratory and confirmatory factor analyses were used to determine the factor structure of the CMS, and convergent and discriminant validity were demonstrated. The final components that make up the Cultural Mosaic are “Group Diversity,” “Culture Acceptance/Expression,” and “Culture Utilization.” Finally, limitations, future directions, and practical implications are discussed.

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.

The primary purpose of this study is to investigate whether the effect of group identity on individuals' willingness to cooperate is moderated by benefit asymmetry (i.e., mutual cooperation may benefit some group members more than others). I conduct an experiment in which participants act as group members for a hypothetical company. Consistent with expectations, I find that a strong group identity promotes employees' cooperation rates, but only in situations in which benefits resulting from mutual cooperation are symmetric. When the benefits are asymmetric, employees' willingness to cooperate depends on whether they are disadvantaged or advantaged as well as the level of group identity. Specifically, the disadvantaged employees are less likely to cooperate when group identity is high. In contrast, the advantaged ones' willingness to cooperate is unaffected by the level of group identity. Results of my study suggest that, in situations of benefit asymmetry, inducing a high level of group identity may have unintended negative consequences on group performance as well as organizational productivity.

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.