Dissertations / Theses on the topic 'Group style'

The associations between coping styles, measured by COPE Test, dispositional version (Carver,Scheier and Weintraub, 1989), and Health Status inferred through a performance status, measured by Karnofsky's Index of Behavioral Performance are examined. The study focuses upon 28 oncological in patients. Positive moderate Pearson's correlations were found between these two variables in this correlational-descriptive study. These were interpreted in the following sense: the larger use of the style, the less health status among the scales suppression of competent activities, procrastination of coping, instrumental social support, focusing and releasing of emotions and behavioral disengagement. The active coping scale presented a negative correlationwith regard to Performance Status as a health measure.
Se estudian las asociaciones entre estilos de afrontamiento medidos a través del Test de Estimación del Afrontamiento COPE-versión disposicional (Carver, Scheier y Weintraub. 1989) y Estado de Salud inferido a través del Estatus Performance, medido a través del Índice de EjecuciónConductual de Karnofsky, en un grupo de 28 pacientes oncológicos hospitalizados de ambos sexos. La investigación alcanza el nivel descriptivo-correlacional, y se encontraron asociaciones entre ambas variables expresadas en correlaciones Pearson positivas y moderadas interpretadas en el siguiente sentido: a mayor empleo del estilo, menor estatus de salud entre las escalas supresión de actividades competentes, postergación del afrontamiento, apoyo social instrumental, enfocar y liberar emociones y desentendimiento conductual. La escala afrontamiento activo, presentó una correlación negativa respecto al Estatus Performance como medida de salud.

This study investigated the effects of personality characteristics on emergent leadership in small group settings. Two instruments were used to assess personality factors: The BASIS-A and the California Personality Inventory (CPI). A sociometric tool was developed to elicit leader ranking of female group members. The BASIS-A, was used to test for Taking Charge and Wanting Recognition lifestyles in women who emerged as leaders. The CPI was used to assess female emergent leaders for Dominance and Leadership Potential. The two instruments and a sociometric form were distributed to 115 female graduate counselor-in-training students the last week of their group counseling experience. This survey resulted in 55 respondents (N=55) from eleven discussion groups. It was expected that women who had the highest averaged leader rank would demonstrate higher test scores in Dominance, Leadership Potential, Taking Charge, and Wanting Recognition than women who received a lower averaged leader rank. It was also thought that these four test factors would be highly related. If so, a case would be made to use the BASIS-A as an emergent leader assessment tool because it is consistently based in one psychological theory. No significant effect was found between the highest leader rank and three of the test measures: Dominance, Leadership Potential, and Taking Charge. Using four one-way ANOVAs, a significant effect was found between highest leader rank and Wanting Recognition. This demonstrated that individuals high in interpersonal caution, empathy, and with a need to succeed emerged as leaders. Possible explanations for this finding were discussed. Significant relationships were found using the Pearson-r correlation statistic between three of the four test variables. From the CPI, the Dominance and Leadership Potential scales were highly correlated to the BASIS-A Taking Charge life-style. The BASIS-A Wanting Recognition lifestyle was not related to either Dominance or Leadership Potential. Unexpectedly, a significant relationship was found in this population between Wanting Recognition and Taking Charge. Perhaps due to the limited inter-correlational analysis and small sample, these research results did not support using the BASIS-A as a sole emergent leader assessment. More research is needed before such a case can be made.

The present study examined the effects of three leadership styles (charismatic, structuring, and considerate) and two levels of group productivity (high and low) on individuals' adjustment to and performance on an ambiguous decision making task. One hundred and forty-four Commerce undergraduates participated in a simulated organization (The Mackenzie Institute) which was obstensibly designed to assess their practical business skills. They completed an in-basket exercise directed by a manager (an experimental confederate) who portrayed a charismatic, structuring, or considerate leadership style. Participants individually worked on the exercise in the presence of two other Commerce students (also experimental confederates) who advocated to them either high or low productivity on the task. The participants subsequently completed a questionnaire measuring their adjustment to the task, the manager, and the two student confederates. Univariate analyses of variance generally indicated that individuals with charismatic leaders had significantly higher task performance, task adjustment, and adjustment to the leader when compared to individuals with considerate or structuring leaders. The group productivity data indicated that individuals in the high productivity group reported a significantly greater task satisfaction, lower role conflict and higher adjustment to the group than individuals in the low productivity group. Croup productivity norms had no significant effect on individual task performance. The interaction between leadership style and group productivity revealed that charismatic leadership, regardless of the directionality of group productivity norms, produced high individual task performance, task adjustment, and adjustment to the leader and to the group. In contrast, the impact of structuring leadership on individuals' task adjustment was modified by group productivity norms: individuals who worked with a structuring leader and in a high productivity group reported higher task satisfaction and lower role conflict than individuals who worked with a structuring leader and in a low productivity group. Individuals with a considerate leader and in a high productivity group had significantly higher task satisfaction than those with a considerate leader and in a low productivity group. Multivariate analyses of the data revealed a similar pattern of results. Explanations and implications of the results are discussed and directions for future research are presented.
Business, Sauder School of
Graduate

Peer rejection has frequently been identified as a risk factor for development. Amongst other factors, peer rejection is predicted by the temperamental characteristics that underlie problem behaviours. Research has also demonstrated relationships between communication style and peer rejection, while a possible link between temperament and communication has scarcely been explored. This research presents two studies investigating the relationships between temperament, communication and peer popularity, using Howe and McWilliam's (in press) coding scheme. A cross-sectional study obtained parental ratings on temperament and peer nominated sociometric status for children in nursery class, Primary 3 and Primary 6. Children were observed during free play and structured tasks, and communication was coded. A follow up longitudinal study was conducted with children in Primary 2 and Primary 3 only. It was hypothesised that difficult temperament would be associated with peer rejection, that communication would vary with children's temperament and popularity and that both temperament and communication would vary across gender. Variations in temperament and communication across age were expected in the cross-sectional, but not in the longitudinal study. Results showed that difficult temperamental traits, especially impulsivity, were associated with peer rejection, while simple communication was predictive of peer rejection in some cases. Moreover, impulsivity was consistently associated with simple communication. Age differences in temperament were evident across the six year period of the cross-sectional study, but not the two year period of the longitudinal study, while age differences in communication were sparse. No significant gender differences were obtained, gender group composition rather than gender itself being associated with differential use of communication.

The aim of the present study was to investigate both antecedents and follower outcomes of leader group prototypicality as well as followers&rsquo
social identification with the group in two theoretical models guided by the propositions of social identity theory (SIT
Hogg, 1996) of leadership. The first model suggested that specific leadership styles (i.e., paternalistic, relationship-oriented, and task-oriented) predicted perceived leader group prototypicality and followers&rsquo
social identification depending on certain follower characteristics (i.e., cultural orientations and motivational tendencies). In the second model, proximal and distal follower outcomes of leader group prototypicality and the moderating role of follower social identification in these relationships were investigated. The findings revealed that followers&rsquo
individualism orientation moderated the link between task-oriented leadership and leader group prototypicality whereas both collectivism and individualism moderated the relationship between paternalistic v leadership and leader group prototypicality. The effects of task-oriented leadership on followers&rsquo
identification with the work group was enhanced by followers&rsquo
need for affiliation. Leader group prototypicality was positively associated with job satisfaction through its positive effects on personal attraction towards the leader, and followers&rsquo
leadership effectiveness perceptions and trust as well as its negative effects on social attraction and responsibility attributions for negative leader behaviors. The results are discussed in terms of theoretical and practical implications along with suggestions for future research.

This study examines style shift between formal and informal styles in first- encounter conversations between Japanese native speakers and demonstrates how the speakers shifted the speech style in the context. Many researchers have studied this type of style shift and demonstrated that style shifts occur within a single speech context where social factors, such as differences in age, status, and formalness remain constant (e.g., Cook, 2008; Geyer, 2008; Ikuta, 1983; Maynard, 1991; Okamoto, 1999). This study contributed support to these previous studies. In this study, both quantitative and qualitative analyses focusing on Japanese native speakers' use of style shifting in first-encounter conversations were conducted. The data came from four dyadic first-encounter conversations between Japanese female speakers. The conversations were audio-recorded in a room where the researcher was not present. After recording the four conversations, the researcher conducted follow-up interviews in person or by phone in order to check the validity of my analysis collected for this study. Overall, all the speakers shifted between formal and informal styles at least ten times, indicating that they did not speak exclusively in one style or the other in the current data. The frequency of style shifts varied depending on the speakers, but in each conversation, the older partners of the pairs shifted their speech style more frequently than the younger partners of the pairs. Furthermore, this study found six factors that accounted for style shifts between the formal and informal. When (1) introducing a new topic and (2) closing a topic, speakers shifted from informal to formal style. This signaled the opening of a new topic directly to the addressee. On the other hand, they shifted from formal style to informal style when (1) expressing feelings, (2) using self-directed utterances, (3) asking questions for confirmation or inference, and (4) adjusting to the context (formality and/or deference). The follow-up interviews revealed that the factors referred to as (1) expression of feelings, (2) self-directed utterances, and (3) questions for confirmation or inference were used by some speakers unconsciously. The self- directed utterances of factor (2) were divided into three types: soliloquy-like remarks, asking oneself a question, and recalling something. Factor (4) adjusting to the context (formality and/or deference), formal style was used to show politeness toward the addressee, and informal style was used to show friendliness, casualness, or empathy. Friendliness, casualness, or empathy was conveyed by use of informal style when the speakers' utterances brought laughter to the context and/or when the speakers showed empathy for the addressee.

Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups. The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment was conducted using running record reading assessments focusing on the total number of errors recorded. This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.
Department of Elementary Education

The thesis deals with the determination and analysis of management style in the selected work-group, employee satisfaction and identifying work efficiency. A partial goal was to divide employees to two groups according to their happiness. The first group included happy employees and the second group included unhappy employees. The next step was to identify the factors of each group that influence satisfaction of the workers the most. The theoretical part contains the theoretical knowledge of psychology and sociology with a focus on the definition of working groups, management styles and work efficiency. The practical part summarizes the author's own research, based on which the author analyzed the style of management, satisfaction of workers, with various aspects of management style and other factors, which to some extent affect their overall satisfaction, overall efficiency and effectiveness of each individual worker. Finally, the overall effectiveness of the selected group was detected.

Communication problems and conflict may occur between partners in intimate dyads when systematic gender differences in language contribute to misinterpretations. This research investigated effects of gender on interpretations of hypothetical conversations between dyads, and also on judgments of likelihood of conflict.

The main objective of this research project was to investigate the mechanisms linking two important psychosocial processes, transformational leadership and group development on the one hand, to team effectiveness in certain and uncertain team tasks on the other. The objective of the 1st study was to analyze the psychometric characteristics of the Spanish Group Development (GD) questionnaire in a German sample. In a German research organization, we collected data from 501 team members and 104 team leaders. They answered the GD questionnaire and items related to other group processes (democracy, mutual trust, team spirit, and motivation/interest in team tasks). Confirmatory Factor Analysis (CFA) confirmed the unidimensional factor structure of the Spanish original for the German GD instrument. It showed good internal consistency and evidence of validity. The GD correlated as expected to constructs measured with other established instruments. We also confirmed its measurement invariance regarding gender and job type. The 2nd study was aimed at evaluating the psychometric quality of the Spanish group tasks’ uncertainty model MITAG (Spanish: Modelo de Incertidumbre de las Tareas del Grupo) in a German sample. The participants were the same as in the 1st study. They answered the MITAG, as well as selected items from the Job Diagnostic Survey (JDS) and from the German instrument Ambiguitätsfacetten der Arbeit (AfA). Confirmatory factor analysis did not reproduce the original 4- factor structure of the MITAG in the German sample, although the 3 newly identified factors, unclarity of goals, new situations, and non-routine, showed a resemblance. Additionally, results showed sound internal consistency as well as evidence supporting the validity of the new factors. However, the new structure was not gender-invariant. The objective of the 3rd study was to test an Input-Mediator-Output (IMO) model linking transformational leadership, group development, task uncertainty, task interdependence and team effectiveness. We aggregated the data provided by 408 members from a German R&D organization at team level, resulting in a sample of 107 teams. We tested the proposed model with structural equations modelling. We found that group development – as a mediating process – and the task uncertainty factor of new situations – a structural aspect that refers to unstable demands from outside the team – partially mediated the effect of transformational leadership on team effectiveness in R&D organizations (p < .05). Although transformational leaders reduced unclarity of goals (p < .05), this did not contribute additionally to team effectiveness. The identified relationships were robust when checking for common source bias. Limitations include cross-sectional data and a lower than expected variance of task uncertainty across different job types. The study contributes to understanding how knowledge worker teams deal effectively with task uncertainty and confirms the importance of group development in this context. To our knowledge, it was the first study to examine the effects of transformational leadership and team processes on team effectiveness while considering the task characteristics uncertainty and interdependence.
El objetivo principal de este proyecto fue investigar, por una parte, los mecanismos que unen dos procesos psicosociales importantes, el liderazgo transformacional y el desarrollo del grupo, y la efectividad del grupo en tareas inciertas y escasamente inciertas. El objetivo del estudio fue analizar las características psicométricas del questionario Group Development (GD). En una organización de investigación alemana, recolectamos datos de 501 miembros y 104 líderes de equipos. Los participantes contestaron el cuestionario GD y otros ítems relacionados con procesos grupales. Se confirmó la estructura unidimensional del GD y encontramos una buena consistencia interna y evidencia de validez del instrumento. El segundo estudio se orientó a evaluar, en una muestra alemana, la calidad psicométrica del MITAG (Modelo de Incertidumbre de las Tareas del Grupo). Los sujetos respondieron al MITAG, junto al Job Diagnostic Survey (JDS) y el instrumento alemán "Facetas ambiguas en el trabajo" (Ambiguitätsfacetten der Arbeit”- AfA). No se reprodujeron los 4 factores originales del MITAG. Identificamos 3 nuevos factores: "falta de claridad de objetivos", "nuevas situaciones", y "falta de rutina". La nueva estructura demostró buena consistencia interna y evidencia de validez. El objetivo del tercer estudio era poner a prueba un modelo tipo entrada-mediador-salida de las interrelaciones entre el liderazgo transformacional, el desarollo del grupo, la incertidumbre de tarea, la interdependencia de tareas y la efectividad grupal. En una muestra de 107 equipos (408 individuos) de una organización de investigación y desarollo (I&D) pusimos a prueba el modelo propuesto aplicando modelos de ecuaciones estructurales (MES). Los resultados indicaron que dos variables median parcialmente el efecto del liderazgo transformacional sobre la efectividad (p < .05): el desarrollo del grupo, y también “nuevas situaciones”, un caracteristica de tarea que se refiere a demandas inestables que llegan de fuera del equipo. Aunque los líderes transformacionales definieron mejor los objetivos (p < .05), esto no contribuyó a la efectividad del grupo. Las relaciones identificadas fueron robustas con respeto a posibles sesgos de fuente común. Las limitaciones del estudio son fundamentalmente la inclusión de datos solo transversales y una variación menor de lo esperado en la incertidumbre de tarea entre las diferentes ocupaciones.

A review of the literature suggests a coincidence of personality characteristics among the cognitive styles defined by Field Dependence-Independence and the Myers-Briggs type preferences. This thesis proposed these independent measures of cognitive style tap common cognitive processes and hypothesized the Myers-Briggs dimensions of Extraversion-Introversion (EI), Sensing-Intuition (SN), and Judgement-Perception (JP) would correlate positively and Thinking-Feeling (TF) would correlate negatively with the dimension Field Dependence-Independence (FD-FI) as measured by the Group Embedded Figures Test (GEFT). The relationships of gender, age, and intelligence to the prediction of field-dependence-independence were also tested.

This study investigates a framework for deriving and interpreting cognitive performance differences between 32 Native and 32 non Native intermediate grade Merrit B.C. pupils. Seven processing factors were identified and operationalized by twenty-two measures. Bottom-up attentional processing was defined as incidental attention to dominant or culturally relevant stimulus characteristics (e. g. attention to color). Top-down visual attentional processing was defined as goal—directed attention to stimuli characteristics activated by the identification of response characteristics and under the control of concrete/active planning associated with visual-motor modelling or feedback. Top-down verbal attentional processing was defined as goal-directed attention to stimuli characteristics activated by the identification of response characteristics and under the control of verbal/logical planning associated with verbal instructions or feedback. Simultaneous processing was defined as receding of separate stimulus characteristics into meaningful wholes in which all the elements are mutually surveyable and meaning is associated with the whole rather than the separate parts. Successive processing was defined as receding of separate stimulus characteristics into temporal, sequence-dependent forms with meaning accessed by the order. Concrete/active processing was defined as generation, selection and monitoring of goal-directed behavior associated with visual/motor feedback. Verbal/logical processing was defined as generation, selection and monitoring of goal-directed behavior associated with verbal feedback. A cognitive process task analysis was used to generate a target matrix for the 22 tasks used in the study. Separate orthogonal procrustes solutions were used to generate error matrices for both Native and non Native groups. An examination of the mean error rates for both groups suggests the preliminary efficacy of the framework. An extensive review of the literature provides the necessary precision in language for deriving instructional implications from the framework. Native and non Native learning strengths and weaknesses, based on these seven processing factors, are discussed and related to changes in instructional tasks demands designed to optimise strengths. A Native learning style is identified with the pattern of modelling mediation characteristic of the "observational" learning environment.
Education, Faculty of
Graduate

This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative learning. Also, teaching students to adopt traits associated with conscientiousness that improve academic achievement like self-regulation may help improve perceptions of collaborative experiences.

Piano proficiency students who are required to memorize music take different approaches in their learning process. They may not be aware of how they memorize or how these approaches are related to their learning style preferences. Seventeen test subjects (N=17) who volunteered from a private university in north central Indiana were _ tested for their learning style preferences and then were given a sample of music to memorize. A video camera recorded the memorization process for observation of the learning approaches each subject used while memorizing. In addition, each subject completed 1) a brief experience and task ease pretest, 2) an interview while observing the video of what took place during the memorization process, and 3) a posttest questionnaire on learning approaches used.The purpose of this study was to observe which learning approaches to memorization were being used by group piano students and which of these were most effective in short memorization tasks. Investigation of existing literature of piano pedagogy found that the most common ways in which pianists memorize are by using aural, visual, tactile and analytical approaches.Subjects who were observed for this research had a tendency-to memorize more from the visual and tactile approaches. Out of the 17 class piano students who were observed, 15 or 88% used visual and or tactile memory as their preferred approach. Students also assessed their own procedure of memorization by rating the approach as to how much they used it. Findings in this posttest questionnaire indicated that the aural and visual approaches to memory were rated by the students as being the preferred ways of memorizing. Thirteen subjects or 76% indicated that they preferred the aural and or visual memory approach to memory.The effectiveness of these approaches was indicated by the subjects receiving a memory performance rating. This research showed that there was more tendency for subjects using visual approach memory to receive the best memory scores (excellent, no errors). This study also indicated that students using the analytical approach to memory tended to have the highest percentage of best performance score (two of three received excellent/no errors scores).
School of Music

The aim of this project was to explore the jigsaw-method as a teaching tool in English as a Second Language-classrooms, and to design and evaluate a jigsaw-style lesson that aims to promote student activation and communication. To achieve this goal, we conducted a case study in which we designed and tried out a jigsaw-style lesson in two classes. We then evaluated the lessons through a survey which was analysed using thematic content analysis. The results of the survey showed that the negative aspects voiced by the participants belonged to the two main themes Perceived difficulty and Perceived lack of time. Additionally, the participants made several suggestions for improvements which were identified as belonging to the following three themes: Predetermined groups (Based on skill), More time for each step of the lesson, and Pre-activity & Prior Knowledge. The results from the survey, in combination with a review of literature on second language teaching and prior research, was used to propose several changes to the lesson format as it was used in the case study. For example, we proposed the addition of a pre-reading exercise aimed at giving prior knowledge and activating schemas, as well as the addition of graphic organisers to help provide a clear focus to the different stages of the lesson. The proposed changes were aimed at alleviating the difficulties voiced by the participants in the case study. The changes were then applied to the case study lesson as an example.

Associations generate social ties that differ among themselves in terms of publicity and inclusiveness and this is a topic that, despite its importance and notoriety, lacks adequate empirical evidences. My study aims at detailing and qualifying the outcomes produced by some cultural organizations - in terms of generation of social relationships - and at analyzing the conditions of possibility for such a production. The arguments proposed draws on a two-years comparative ethnography of ten associations pursuing the generation of inclusive forms of social relationships in Milan mainly through the setting up of cultural events. The observed groups produced especially two types of outcomes. Firstly, they used to set up public space of proximity whose nature varied according to the type of “regime of engagement” with the world that their participation required. Secondly, the observed organizations often used their events as “articulation of the public sphere”, but this went to the detriment of their capacity of producing inclusive relational spaces. I’ve described three types of conditions of possibility for the pursue of inclusive sociality and in each case the way the observed organizations pursued their goals were filtered by their groups’ styles, that is to say by the institutional patterns of interactions that shaped their associational everyday life.

Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 7, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 61-69).

According to Oliver (2002) the success of turnaround maintenances is measured in terms of the cost of completion, time, safety performance and the performance of the plant afterwards. The Escravos gas plant (EGP) is a gas processing plant that converts associated gas from Chevron owned crude oil wells to liquefied petroleum gas, natural gas and gas condensate (Chevron intranet. Website assessed on September 14, 2007). According to the EGP plant operations coordinator (See interview Appendix A), the plant undergoes a turnaround maintenance exercise once every two years. The major tasks done during these turnaround maintenances are 1. Change–out of three molecular sieve beds. 2. Servicing of three compressor turbines. 3. Servicing of expander turbo–machinery. 4. Clean–out of fired gas heater tubes and burners. 5. Tie–ins for major upgrades. The EGP management does not involve the contractor personnel that carry out the tasks in the management of the turnaround maintenance. The contractor’s personnel simply follow the work plans and instructions developed by the EGP management. The EGP turnaround management team consists of the coordinator who is the head of the turnaround maintenance team, shift supervisors, maintenance supervisors (rotating equipment maintenance supervisor, instrumentation and electrical maintenance supervisor, and static equipment maintenance supervisors), safety supervisors, maintenance planners, process engineers and construction supervisors. All these listed personnel in the preceding paragraph and the supervisors of the contractor teams participate in the pre–turnaround meetings which happen once a month for the first 10 months of the 12 months leading to the turnaround. The meeting frequency increases to once every two weeks during the last two months leading to the turnaround maintenance. The meeting is held daily during the turnaround maintenance and once every two weeks for the first month after the turnaround maintenance. During the preceding months to the turnaround maintenance, the work scope is defined, the job sequence outlined and schedules are developed. Resources requirements are detailed and procured. During the turnaround maintenance the focus of the turnaround meeting is to discuss potential deviations, observe at–risk behaviors and likely challenges. Plans are then made to address these deviations, challenges and at–risk behaviors. After the turnaround maintenance, “lessons learnt” are captured and the turnaround maintenance is closed out. According to the EGP coordinator (see interview in appendix A), the success of its turnaround maintenance is measured by the time used to complete the turnaround maintenance, the total recordable incident rate during the turnaround maintenance, the days away from work, the lost time injury(LTI) and the cost incurred. Poling et al noted that it is difficult to rate turnaround maintenance projects because no two turnaround maintenances strategies are exactly the same. They iterated that the most common tactics used is benchmarking and that benchmarking enables a company to measure and compare its performance against peer companies in a constructive and confidential manner. They pointed out that the quantitative differences computed between a plant and other similar plants using detailed data taxonomy can provide invaluable information regarding improvement opportunities. This is a way of effectively extending a “lessons learned” exercise across multiple companies. According to then however a critical attribute of effective reliability and maintenance benchmarking is the ability to compare disparate assets; but even small differences for similar plants can alter the value of the comparison. Existing literature indicate that the parameters the gas plant management use to rate the safety of its turnaround maintenance (i.e. the total recordable incident rate, the days away from work and the lost time injury)are reactive in nature. They are otherwise called lagging indicators. Lagging indicators are safety performance metrics that are recorded after the accident or incidents has occurred. For example lost time injury is any work related injury or illness which prevents that person from doing any work day after accident (E&P Consultancy Associates. Website assessed on June 15, 2009). In contrast the other group of metrics called pro–active metrics or leading indicators such as at–risk behaviors, near misses and preventive maintenance not completed are parameters that measure safety performance before accident occurs. Leading indicators gained popularity in the 1930’s after Heinrich postulate his iceberg theory (Wright, 2004). Heinrich’s used the iceberg analogy to explain reactive (lagging) and proactive (leading) indicators. Heinrich likened accident and at–risk behaviors to two parts of an Iceberg; the part you see above water and the part hidden under the water. The size of the iceberg above water is relatively small compared to that under water. The iceberg starts to grow under the water and only after they reach a certain size does part of the ice begin to appear above water. Heinrich believed that accidents are the result of root causes such as at–risk behaviors, inconsistencies, wrong policies, lack of training and lack of information. When the number of accidents that occur in an endeavor is measured you get relatively smaller numerical quantities when compared to the number of at–risk behaviors. Heinrich suggested that to eliminate accidents that occur infrequently, organizations must make effort to eliminate the root causes which occur very frequently. This makes sense because imagine a member of personnel coming to work intoxicated every day. Binging intoxicated at work is an at–risk behavior. The employee is very likely to be involved in an accident at some time as a result of his drinking habit. The number of times he is intoxicated if counted will be huge when compared to the impact of the accident when it does occur. The iceberg theory is supported by work from Bird (1980) and Ludwig (1980) who both attempted to establish the correct ratio of accidents to root causes in different industries. Heinrich suggested a ratio of three hundred incidents to twenty nine minor injuries to one major injury. This researcher chose to use the number of at–risk behavior exhibited by the turnaround maintenance teams to rate the safety performance of tasks despite criticism from individuals like Robotham (2004) who said that from his experience minor incidents do not have the potential to become major accidents and Wright et al (2004). Leading indicators are convenient to analysis because of their relative large quantity. In a turnaround environment, the numbers of accidents that occur are relatively few unlike the number of near misses (Bird, 1980). It is easy to statistically analyze thirty at–risk behaviors than four accidents. In addition Fleming et al (2001) noted that data from industry show much success by companies in the reduction of accidents by efforts at reducing the number of at–risk behaviors, increase the number of safety audits, and reduce the number of closed items from audits etc. Phimister et al made similar claims when they said Near miss programs improve corporate environmental, health and safety performance through the identification of near misses. Existing literature also reveals many theories about management styles and their possible impact on performance. The theories are grouped into trait theories, situational theories and behavioral theories. The trait theories tries to explain management styles by traits of the managers like initiative, wisdom, compassion and ambitious. Situational theories suggest that there is no best management style and managers will need to determine which management style best suit the situation. Behavioral theories explain management success by what successful managers do. Behavioral theorists identify autocratic, benevolent, consultative and participatory management styles. Vroom and Yetton (1973) identified variables that will determine the best management style for any given situation. The variables are; 1. Nature of the problem. Is it simple, hard, complex or clear? 2. Requirements for accuracy. What is the consequence of mistakes? 3. Acceptance of an initiative. Do you want people to use their initiative or not? 4. Time–constraints. How much time do we have to finish the task? 5. Cost constraints. Do we have enough or excess to achieve the objective? A decision model was developed by Vroom and Yago (1988)to help managers determine the best management style for different situations based on the variables listed above (See figure six). They also defined five management style could adopt, namely the; 1. Autocratic I style 2. Autocratic II style. 3. Consultative I style 4. Consultative II style 5. Group II style The autocratic I management style is a management style where the leader solves the problem alone using information that is readily available to him/her, is the normal management style of the Escravos gas plant management in all turnarounds prior to 2009. However the Vroom and Yago model recommends the Consultative II management style for the type of work done during the Escravos gas plant turnaround maintenance. According to Coye et al (1995), participatory management or consultative style II creates a sense of ownership in organization. In this management style the leader shares problem with group members individually, and asks for information and evaluation. Group members do not meet collectively, and leader makes decision alone (Vroom and Yago, 1988). Coye et al believe that this management styles instills a sense of pride and motivate employees to increase productivity. In addition they stated that employees who participate in the decisions of the organization feel like they are a part of a team with a common goal, and find their sense of self–esteem and creative fulfillment heightened. According to Filley et al (1961), Spector and Suttle did not find any significant difference in the output of employees under autocratic and participatory management style. This research studies if and how the Escravos gas plant turnaround maintenance can be improved by changing the management style from autocratic I style to consultative II style. Two tasks in the turnaround were studied; namely the change out of the molecular sieve catalyst beds and the servicing of the turbine engines. The turnaround contractor Techint Nigeria Limited divides the work group into teams responsible for specific tasks. Six teams (team A, B, C, D, E and F) were studied. EGP management will not allow the researcher to study more than these six teams for fear of the research disrupting the work. The tasks completed by these teams are amongst those not on the projects critical path so delays caused by the research will not impact the entire turnaround project provided the float on these activities were not exceeded. They also had the fewest number of personnel, so cost impact of the research work could be easier to manager. Teams A, B and C are different maintenance teams comprising of eight personnel each. They were responsible for changing the EGP molecular sieve beds A, B and C respectively in the 2007 and 2009 turnaround. Their tasks are identical because the molecular sieve beds are identical. Teams E, D and F are also maintenance teams comprising of six personnel each. They were responsible for servicing the EGP turbine engines A, B and C during the 2007 and 2009 turnaround maintenance. Their tasks are also identical because the turbine engines are identical. Consultative management style II is exercised by involving team A and team D in the development of the procedures, processes and job safety analysis of all tasks that they were assigned to complete during the 2009 turnaround maintenance. They were also permitted to participate in the turnaround maintenance meetings and to make contributions in the meetings. In the 2007 turnaround maintenance team A and team D only carried out their tasks. They did not participate in the development of procedures and job safety analysis neither did they participate in the turnaround maintenance meetings. The other four teams; team B, team C, team E and team F are used as experimental controls for the research. They did not participate in the development of the procedures, processes nor the job safety analysis for the tasks in either of the turnaround maintenance. They were also not permitted to attend the daily turnaround meetings. They only completed their tasks based on instructions given to them during the 2007 and 2009 turnaround maintenance. It was necessary to study the experimental control teams as the researcher was not sure whether task repetition, increased knowledge or improved team cohesion would lead to a reduced time or a reduced numbers of at–risk behavior. ix The research tested the hypothesis 1H0 and 1H1 and 2H0and 2H1 at the 0.025 and 0.05 level of significance as follows; Null hypothesis, 1H0: There is no significant difference in the time spent by team A and team Din 2007 when they did not participate in the development of the procedures and processes with the time in 2009 when they did(u1-u2=0). Alternate hypothesis, 1H1: There is a significant difference in the time spent by the team A and Din 2007 when they did not participate in the development of the procedures and processes with the time in 2009 when they did (u1-u2!=0). Null hypothesis, 2H0: There is no significant difference in the number of at–risk behaviors observed to have been exhibited by the team A and team D in 2007 when they did not participate in the development of the procedures and processes with the number in 2009 when they did (u1-u2=0). Alternate hypothesis, 2H1: There is a significant difference in the number of at–risk behaviors observed to have been exhibited by the team A and team D in 2007 when they did not participate in the development of the procedures and processes with the number in 2009 when they did (u1-u2!=0). The student t test was used to analyze these times and number of at–risk behavior. At the 0.025 and the 0.05 level of significance, the data show that there is no difference in the times all the teams used to complete their task in 2007 and in 2009. The researcher concludes that a change in the management style from autocratic I style to consultative II style did not lead to a reduction in the time used by any team to complete their task. However at the 0.025 and the 0.05 level of significance, there is a significant difference in the number of at–risk behaviors of the research team A and team D. There is however no significant difference in the number of at–risk behavior of the control team B, team C, team E and team F at the same level of significance. The researcher concludes that a change in the management style from autocratic I style to consultative II style lead to a reduction in the number of at–risk behavior of team A and team D. In addition the reduction in the number of at–risk behavior of team A and team D could not have been because of task repetition, increased knowledge or improved team cohesion since there is no significant difference in the number of at–risk behavior exhibited by team B, team C, team E and team F. The research can be used by the Escravos gas plant management and the management of any similar process plant to fashion out more cost effective, time effective and safer methods for carrying out their turnaround maintenance. A change in management styles may just be a better approach to improving productivity than giving financial incentives to contractors and personnel. Changes in management style will have to be managed. The change must be gradual because sudden change can be detrimental as people may just need to understand and adapt to the change. The turnaround personnel must also understand the intent so as to prevent conflicts.
Thesis (M.Ing. (Development and Management Engineering))--North-West University, Potchefstroom Campus, 2012.

This study evaluates the effectiveness of the Adult Interactive Style Intervention (AISI) for facilitating spontaneous communication by five children aged 5 to 7 with an autism spectrum diagnosis, in an autism-specialist school in Saudi Arabia. The study drew upon the transactional model of child development (Wetherby and Prizant, 2000) and the social model of disability (Rieser and Mason, 1990; Tregaskis, 2002), as well as the concept of intersubjectivity theory. During a six-month action research process, the researcher and staff designed, implemented and measured the results of the AISI intervention on the children’s frequency of initiating spontaneous communication and the functions and methods of their spontaneous communication bids. The staff’s ability to change their interactive communication style was also investigated. Discussions between participants (staff) and the researcher began the study, and existing educational practice was videotaped and coded for pre-intervention use of AISI principles and children’s attempts at spontaneous communication. This was followed by an intervention during which staff were trained to use AISI principles. Post-training educational practice was videotaped and coded for use of AISI principles and children’s attempts at spontaneous communication during three school activities (1:1 work, breakfast and unstructured free play). Post-intervention, staff were again interviewed about their experiences. The research produced both qualitative and quantitative data, and resulted in a case study. Interview results were thematically analysed; quantitative data was analysed for significant change as indicated by Cohen’s d effect size. Staff increased their use of AISI principles after the training intervention, and these changes significantly impacted children’s spontaneous communication. This research indicates that AISI can be effective with older children from a non-English-speaking background.

The AIM of the study from which the empirical data were obtained for this thesis, was the collection of basic demographic information and selected health related data from a group of adolescents at high-school in Cape Town. 1.2 The OBJECTIVES were Description of the demographic features of the pupils in Standards 8, 9 and 10 at a specific co-educational high school in Cape Town; Determination of the prevalence of smoking, and the attitudes to, and knowledge of the health risks of smoking; Determination of the prevalence of alcohol use, and the attitudes to, and knowledge of the health risks of consuming alcohol; Determination of the prevalence of habit-forming drug use, and the attitudes to, and knowledge of the health risks of using drugs; Determination of the sexual experience of the pupils, attitudes to and knowledge of the health risks of sexual activity, and knowledge of contraception and venereal disease; Examination of whether the above habits correlated within individuals i.e. whether those who smoked were more likely to use drugs or be sexually active, and vice versa.

Magister Scientiae - MSc (Earth Science)
The complexity of the Platreef stratigraphy and the generic position of the Ni-Cu-PGE mineralisation is a challenge to prospecting and mining companies in the Northern Limb of the Bushveld Complex, partially, as a result of various floor rock interactions with the reef. Therefore, this study evaluated the effects of contact metasomatic fluids on the nature and style of PGE mineralisation as the main event leading to the complexity of the Platreef stratigraphy from the contact zone near the floor rock. Fifty samples from boreholes MO009 and MO019 drilled at Moordkopje 813 LR farm for Akanani Project by Lonmin Plc were used for this study. The mineralogy and geochemistry of the Platreef samples were studied and associated with their mineralisation occurrences. Major, minor and trace element contents were analysed by XRF analysis using fused beads, and PGE contents (Pt, Pd) in 11 samples were determined by Fire Assay.

When an individual goes from employee to leader, they are forced to go through a role-formation process. The first-time leader faces new challenges from both employees and organizations that he or she must deal with. The first-time leader may either need to create a new relationship with the employees or already have a relationship which changes during role formation. The aim is to highlight, through interviews with seven first-time leaders in Sweden, the factors that are relevant to role formation and the challenges the leader faces.The empirical material is analyzed through Pierre Bourdieu's sociological theory and Hersey och Blanchard's leadership theory. The concepts of Symbolic Perspective and Role Exit are also central to the study. The results show that experiences, culture and values are factors that can influence individuals in the formation of a new role. It also shows that the leadership style is both shaped by role formation but also helps to create the role. Furthermore, the analysis shows that the first-time leader needs selfawareness to identify development opportunities and meet the requirements and expectations that exist.

SANTOS, Walberto Silva dos; GOUVEIA, Valdiney Veloso. Explicando comportamentos socialmente desviantes: uma análise do compromisso convencional e afiliação social. 2008. 288f. - Tese (Doutorado) - Universidade Federal da Paraíba / Universidade Federal do Rio Grande do Norte, Programa de Doutorado Integrado em Psicologia Social. João Pessoa (PB), 2008.
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The present thesis examines to what extent normative social values, religious commitment, authoritative styles of parental socialization, and identification with conventional groups of reference inhibits (i.e., work as protective factors) socially deviant behaviors (antisocial and delictive). Specifically, the main objective was to test the contribution of these protective factors to explain deviant behaviors, proposing an integrative model denominated of conventional commitment and social affiliation. Four empirical studies were carried out. Study 1 tested the psychometric properties of four measures used. Participants were 317 young students with mean age of 16.6 years. They answered a survey questionnaire comprising seven parts, including the Questionnaire of Antisocial and Delictive Behaviors (QADB), the Religious Beliefs Scale, the Religious Practices Scale, the Identification with Groups of Reference Scale, and demographic questions. Results suggested the adequacy of (1) reducing the QADB, (2) the factorial structure of the scales of religious beliefs and practices, and (3) the enlargement of the Identification with Groups of Reference Scale. Study 2 developed an index of religious commitment, comprising multiple indicators to achieve validity, reliability, and parsimony. In this study, participated 194 subjects identified as students or belongs to two religious groups (Catholic or Protestant), with mean age of 18.4 years. Results supported the validity and reliability of the religious commitment index. Study 3 tested the main hypotheses of this thesis, providing the first attempt for proposing the theoretical model regarding conventional commitment and social affiliation. Participated in this study 528 primary school, high school and undergraduate students, with ages ranging from 10 to 22 years (M = 15.5), most of them female (63.1%). All the hypotheses were confirmed, supporting the proposition of an explanatory model of socially deviant behaviors. In this model, normative values, authoritative style of maternal socialization, religious commitment, and identification with conventional groups of reference formed a general factor (conventional commitment and social affiliation), which correlated negatively with antisocial behaviors. These behaviors were then positively correlated with delictive ones. Finally, Study 4 replicated the conventional commitment and social affiliation model in an independent sample, considering male and female participants separately. The questionnaire was administered to 378 participants, with mean age of 15.4 years (ranging from 10 to 22 years), most of them female (59%). The analyses demonstrated the adequacy of this model: χ² (9) = 14.48, p = 0.106, χ² / df = 1.61, GFI = 0.99, AGFI = 0.99, CFI = 0.98, and RMSEA = 0.040 (CI90% = 0.000-0.077). In conclusion, the objectives of the thesis were reached, supporting the theoretical framework of the conventional commitment and social affiliation model, which allows the identification of protective factors of socially deviant behaviors. Future studies are also proposed that seek to contribute for this area of interest.
A presente tese buscou conhecer em que medida os valores sociais normativos, o compromisso religioso, o estilo de socialização parental autoritativo e a identificação com grupos convencionais de referência atuam como inibidores (fatores de proteção) de comportamentos socialmente desviantes (anti-sociais e delitivos). Procurouse, especificamente, verificar a contribuição destes construtos para explicar tais comportamentos, identificando um modelo integrador denominado de compromisso convencional e afiliação social. Neste sentido, realizaram-se quatro estudos empíricos. O Estudo 1 teve como objetivo conhecer evidências de validade fatorial e consistência interna de quatro das medidas utilizadas. Participaram 317 pessoas com idade média de 16,6 anos. Estes responderam um caderno composto por sete partes, dentre as quais o Questionário de Comportamentos Anti-sociais e Delitivos (CAD), a Escala de Crenças Religiosas, a Escala de Práticas Religiosas e a Escala de Identificação com Grupos de Referência, além de perguntas demográficas. Os resultados sugeriram a pertinência de reduzir o CAD, indicaram a adequação da estrutura fatorial das escalas de crenças e práticas religiosas e permitiram ampliar a Escala de Identificação com Grupos de Referência. O Estudo 2 pretendeu desenvolver um índice de compromisso religioso, agrupando múltiplos indicadores que atendessem aos critérios de validade, precisão e parcimônia. Neste sentido, participaram 194 estudantes e dois grupos de religiosos (Católicos e Protestantes), cuja idade média foi de 18,4 anos. Os resultados evidenciaram a confiabilidade do índice e a pertinência de utilizá-lo como medida do compromisso religioso. O Estudo 3 testou as hipóteses principais desta tese, proporcionando as primeiras aproximações para a construção do modelo teórico referente à hipótese de compromisso convencional e afiliação social. Participaram 528 estudantes dos ensinos fundamental, médio e superior, com idades variando entre 10 e 22 anos (M = 15,5), a maioria do sexo feminino (63,1%). Todas as hipóteses foram corroboradas, permitindo propor um modelo explicativo dos comportamentos socialmente desviantes. Neste, os valores normativos, o estilo parental materno denominado como autoritativo, o compromisso religioso e a identificação com grupos convencionais de referência compuseram um fator geral (compromisso convencional e afiliação social), que se correlacionou negativamente com os comportamentos anti-sociais; estes, por sua vez, correlacionaram-se diretamente com os comportamentos delitivos. Finalmente, o Estudo 4 replicou este modelo de compromisso convencional e afiliação social, considerando uma amostra independente e tratando homens e mulheres separadamente. Participaram 378 pessoas com idade média de 15,4 anos (amplitude 10 a 22 anos), a maioria do sexo feminino (59%). As análises demonstraram a adequação deste modelo: χ² (9) = 14,48, p = 0,106, χ² / gl = 1,61, GFI = 0,99, AGFI = 0,99, CFI = 0,98 e RMSEA = 0,040 (IC90% = 0,000-0,077). Concluindo, os objetivos da presente tese foram alcançados, referendando o marco teórico do compromisso convencional e afiliação social que permite identificar fatores que inibem os comportamentos socialmente desviantes. Não obstante, propuseram-se estudos futuros que visem contribuir para esta área de interesse.
La presente tesis buscó conocer en qué medida los valores sociales normativos, el compromiso religioso, el estilo parental autoritativo y la identificación con grupos convencionales de referencia actúan como inhibidores (factores de protección) de las conductas socialmente desviantes (antisociales y delictivas). Se buscó, específicamente, comprobar la contribución de éstos constructos para explicar tales conductas, identificando un modelo integrador denominado compromiso convencional y afiliación social. En este sentido, se realizaron cuatro estudios empíricos. El Estudio 1 tuvo como objetivo conocer las propiedades psicométricas de cuatro de las medidas utilizadas. Participaron 317 personas con edad promedia de 16.6 años. Estos completaron un cuaderno compuesto por siete partes, entre las cuales estaban: el Cuestionario de Conductas Antisociales y Delictivas (CAD), la Escala de Creencias Religiosas, la Escala de Prácticas Religiosas y la Escala de Identificación con Grupos de Referencia, además de ítems para la caracterización de la muestra. Los resultados indicaron que es adecuado reducir el CAD, revelaron la adecuación de la estructura factorial de las escalas de creencias y prácticas religiosas, y permitieron ampliar la Escala de Identificación con Grupos de Referencia. El Estudio 2 pretendió desarrollar un índice de compromiso religioso, agregando múltiples indicadores que atendiesen a los criterios de validez, fiabilidad y parsimonia. En este sentido, participaron 194 estudiantes y personals de dos grupos religiosos (católicos y protestantes); éstos tenían una edad promedia de 18.4 años. Los resultados evidenciaron la confiabilidad del índice y la pertinencia de utilizarlo como medida de compromiso religioso. El Estudio 3 testeó las hipótesis principales de esta tesis, proporcionando las primeras aproximaciones para la construcción del modelo teórico referente a la hipótesis del compromiso convencional y afiliación social. Participaron 528 estudiantes, con edad promedia de 15.5 años, la mayoría mujeres (63.1%). Se comprobaron todas las hipótesis, permitiendo indicar un modelo explicativo de las conductas socialmente desviantes. En este estudio, los valores normativos, el estilo parental autoritativo de la madre y la identificación con grupos convencionales de referencia compusieron un factor general (compromiso convencional y afiliación social) que se correlacionó negativamente con las conductas antisociales; éstas, por su parte, se correlacionaron directamente con las delictivas. Finalmente, el Estudio 4 replicó el test del modelo de compromiso convencional y afiliación social con una muestra distinta de hombres y mujeres separadamente. Participaron de este estudio 378 personas con edad promedia de 15.4 años (rango de 10 a 22 años), la mayoría mujeres (59%). Los análisis comprobaron su adecuación: χ² (9) = 14.48, p = 0.106, χ² / gl = 1.61, GFI = 0.99, AGFI = 0.99, CFI = 0.98 y RMSEA = 0.040 (IC90% = 0.000-0.077). Concluyendo, los objetivos de la presente tesis fueron alcanzados, dando soporte al marco teórico del compromiso convencional y afiliación social que permite identificar factores que inhiben las conductas socialmente desviantes. No obstante, se han propuestas investigaciones futuras que contribuirán para este área de interés.

When an individual goes from employee to leader, they are forced to go through a role-formation process. The first-time leader faces new challenges from both employees and organizations that he or she mustdeal with. The first-time leader may either need to create a new relationship with the employees or already have a relationship which changes during role formation. The aim is to highlight, through interviews with seven first-time leaders in Sweden, the factors that are relevant to role formation and the challenges the leader faces.The empirical material is analyzed through Pierre Bourdieu's sociological theory and Hersey ochBlanchard's leadership theory. The concepts of Symbolic Perspective and Role Exit are also central to the study. The results show that experiences, culture and values are factors that can influence individuals in the formation of a new role. It also shows that the leadership style is both shaped by role formation but also helps to create the role. Furthermore, the analysis shows that the first-time leader needs self-awareness to identify development opportunities and meet the requirements and expectations that exist.

This study aims to provide strategies for blended learning situations which combine supervised on-line courses with traditional classroom lectures in order to take into account the different learning styles of particular groups of students. Most studies, to date, on learning styles have focused on the individual level. This research proposed that commonly preferred learning styles and leanings towards certain media presentations can be identified in whole groups that share some common group characteristics. An interpretive case study was chosen as the methodology to reach the research goal because it collectively combines the benefits of a case study and multiple data collections from students who studied on a required on-line course in the same learning context. The students, who participated in this study, were majoring in either Science, Social Science, or Management. Various data collection techniques included a survey of 576 students who studied IT courses, personal interviews of 34 students, participatory and on-line observations, and reference to institutional documents. Qualitative analysis of the data employed a concept synthesis coupled with a template analysis to compare and contextualise all the facets of reality depicted by the data (King, 2004). This approach was necessary due to the extensive theoretical background required to generate the initial template and the need to completely comprehend the group learning phenomenon. The research discerned that students in specific major academic fields have common preferences for on-line media and activities that assist the learning process because they process and perceive information differently. A model is proposed to identify the interactions between the learner, the media and activity content, and the context of learning. The design of on-line course materials should take into account group learning styles to propose a holistic picture for effective learning. This is a valuable resource for the teachers and designers of compulsory on-line courses and for those who determine educational policy and strategy.

There is evidence that cooperation in the workplace can have positive outcomes for organizations. To take advantage of these outcomes, it would be useful to gain information about the causes of cooperation. This study attempts to isolate some factors, leader motivation and style in particular, that may predict cooperation within work groups.

In this study, a comparison was made between the various levels of group cognitive complexity and its relationship to task performance and task satisfaction. The goal of this research is to answer the general question, "Should decision-making groups consist of individuals who are similar in the way they differentiate and/or integrate various stimuli in order to increase performance and satisfaction?" The preceding research problem was analyzed in a laboratory setting using a 2 X 2 factorial design blocked on the variable, cognitive complexity. The Repertory Grid was used to measure the cognitive complexity of 228 student subjects. These subjects were stratified into groups of three based on their cognitive complexity score on the Repertory Grid (Kelly, 1955). Each group was treated randomly with one of two levels of task complexity (complex or not complex). Moreover, the groups received an imposedgroup structure that incorporated centralized or decentralized decision-making. Results indicated that groups consisting of cognitively complex members outperformed groups consisting of noncomplex members. No support was obtained for the two-way interaction between group cognitive complexity and either task complexity or group structure. Support was obtained for the interaction between task complexity and group structure on both task satisfaction measures. The highest satisfaction levels occurred with a complex task in a decentralized structure. In addition, the three-way interaction effect on the task satisfaction scale between group structure, task complexity, and group cognitive complexity was significant. The means, however, were not in the predicted direction. For cognitively simple groups, a complex task with a decentralized structure lead to the highest task satisfaction level; whereas, a less complex task with a decentralized group structure lead to the lowest task satisfaction score for noncomplex members. There were no significant differences for cognitively complex groups when analyzing the three-way interaction between group cognitive complexity, task complexity, and group structure.

The aim of the work is to compare with the help of appropriately chosen procedural parameters the work efficiency of work groups, which are managed in a different way under the conditions of a change, and at the same time to establish possible connection between the management style and work efficiency. The research was made in Rohde & Schwarz Company, branch Vimperk Ltd.

This study explored the caregiving styles of 306 grandparents raising grandchild across three ethnic groups (164 European Americans, 65 Latinos, and 77 African Americans). Significant differences were found in caregiving styles between European Americans and African Americans. Caregiver appraisal (burden, satisfaction, and Mastery) was found to be predictive of caregiving style across the entire sample, and differentially by ethnic group. Caregiver style was predictive of grandchild functioning across the entire sample, and differentially by ethnic group. Lastly, caregiver style was found to be predictive of grandparent well-being across the entire sample, and differentially by ethnic group. Implications are discussed in terms of the complex, multidimensional and culturally embedded nature of the caregiving experience and the importance of considering culture for optimal outcomes.

Dissertation (Ph. D.) Florida State University, 2008.
Advisor:Jane Piper Clendinning, Florida State University College of Music. Title and description form dissertation home page (viewed 4-6-2009). Document formatted into pages; contains 163 pages.

碩士
國立台北護理學院
醫護管理研究所
93
The purpose of this study was to understand the influence of leaders’ leadership styles and members’ conflict handling styles on group effectiveness in hospitals’ quality control circles. Data were taken from the research program No. NSC90-2416-H-227-001 of the National Science Council. Two hundred and sixty-three quality control circle groups with 1,914 individuals from 16 hospitals in the Taipei area provided usable data. The focal unit in this study was quality control circle groups. The ANOVA, eta-square and ICC (Intraclass correlation coefficients) indicated the individual scores can be aggregated to represent group score. Simple regression and multiple regression were used to test the influence of leadership style and conflict handling style on group effectiveness. The mediating examination method of Baron and Kenny (1986) was used to test the mediating role of conflict handling style in leadership style and group effectiveness. The research results showed consideration leadership positively influenced problem solving conflict handling style while initiating structure negatively influenced bargaining conflict handling style. Problem solving conflict handling style positively influenced group effectiveness but bargaining conflict handling style negatively influenced group effectiveness. Consideration leadership and initiating structure leadership positively influenced group effectiveness. Problem solving conflict handling style mediated the relation of consideration leadership and group effectiveness. The results of this study provided the reference for developing education program and interaction process of quality control circle groups in hospitals and also a base of further study.

碩士
淡江大學
教育科技學系碩士班
97
This study aimed to investigate the discussion and interactive model of learners of different learning styles through group discussion in a blended course, through analyzing the discussion contents and interactions, and compared with individual learning style to realize the learning process. The findings of the study were as followed: A. Active/ Reflective learners Active learners often asked others’ opinions when forming self-thinking, discussioning and leading the direction of topics; reflective learners provided straight and complete opinions. Active leraners highly involved in group discussion and led the group to final conclusion; reflective learners were echoes in group, they often paid more attention to listen to others’ thoughts and answering questions. B. Sensory/ Intuitive learners There was no intuitive learner found in this study. According to the results, sensory learners often changed or gathered informations during the group discussion. They preferred explained with examples or experiences, and also, the frequency of interactions and communications were higher in face-to-face discussion. They were the center roles during group discussion, too. C. Visual/ Verbal learners There was no verbal learner found in this study. According to the results, visual learners shared self experiences with other members actively, and the frequency of speeches were higher in face-to-face discussion than in online discussion. D. Sequential/ Global learners There was no sequential learner found in this study. According to the results, global learners were the critical roles during group discussion. They gathered other members’ informations and opinions then integrated to conclusion, and also, the frequency of interactions were higher in face-to-face discussion than in online discussion. The study provided practical suggestions regarding arranging group discussion in a blended course for the instructor, as well as the future research.