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Dissertations / Theses on the topic 'Leadership Groups'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Rice, Robert E. "Group Leadership of Experienced Middle School Counselors." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/56.

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ABSTRACT GROUP LEADERSHIP OF EXPERIENCED MIDDLE SCHOOL COUNSLEORS by Robert E. Rice Middle school students experience biological, cognitive, and social changes as they struggle with identity formation, self-concept, self-esteem, and academic success. Psycho-educational groups are an effective and efficient method for confronting social/emotional or academic problems that prohibit middle school students from performing well in schools. An essential component in the successful counseling of middle school groups is the skill and experience of the group leader. Research on school-based groups has focused on all areas with the exception of group leadership. Therefore, the purpose of this study is to explore how experienced middle school group leaders approach and conduct psycho-educational groups. This qualitative study uses a grounded theory methodology to investigate the practices, experiences, and perceptions of fourteen middle school counselors. The theory that emerged is grounded in the data from the participants and represents how they were able to conduct small groups in schools despite barriers many other school counselors experienced. Through educational leadership, relationship building, and an understanding of the systems at work in schools, these participants were able to establish a group program in their schools. The participants in this study also reveal the experiences they used to develop their skills as group leaders. The results of this study may have important implications to middle school counselors, researchers, and counselor educators in understanding the group and educational leadership skills needed to conduct effective groups in a middle school setting.

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2

Chiok, Hengky. "Building a leadership support group." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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3

Moreno, Lars. "Informal Leadership in Small Groups." Thesis, Mittuniversitetet, Institutionen för samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-16681.

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This study identified factors and variables of informal leadership in small groups with different gender composition (Men, women and mixed groups) and goal orientation (competition and cooperation). Behavioral dominance patterns (Information Sheet, pencil, decision sheet) and number of verbal interventions were compared to the main informal leadership factors identified in the groups. There were 24 participants (12 men and 12 women). Among the main variables and factors identified, there were some that had a higher possibility to appear than other. There was no significant difference of the factors and variables between women and men. Communication variables were more likely to be present in groups with the goal of cooperation as for the goal of competition. Guidance variables were more likely to be present in women groups than in men groups and mixed groups. There was a significant correlation between the factor’s Communication, Character and Guidance with the number of interventions and behavioral dominance patterns.

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4

au, sudweeks@murdoch edu, and Fay Sudweeks. "Development and Leadership in Computer-Mediated Collaborative Groups." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041206.122548.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research Complementary Explorative Data Analysis (CEDA) was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.

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5

Chaney, Leslie C. "Developing shepherd group ministry leadership." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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6

Yaghfouri, Yassir. "Relational leadership in global multistakeholder groups." Thesis, Robert Gordon University, 2012. http://hdl.handle.net/10059/919.

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This doctoral thesis explores relational leadership in global multistakeholder groups. As a complete participant observer, I used grounded theory to investigate relational processes through which leadership is constructed, sustained and deconstructed within a global multistakeholder group. By a global multistakeholder group I mean a group made up of multistakeholder categories from different parts of the world. The research setting is situated within the ISO 26000 Working Group on Social Responsibility (WGSR). The study thereby fills a gap in the leadership literature insofar as there is no substantial body of academic literature on leadership processes within a global multistakeholder setting. The majority of leadership studies have considered leadership from an entity perspective. This study examines leadership from a relational perspective. A relational perspective was more pertinent for such an informal setting with no rigid organisational structure and procedures. In the current thesis, leadership is recognised as a modified form of status (Uhl- Bien, 2006). From this perspective, relational processes are considered as leadership when the social influence that is generated contributes to the emergence of social order and new approaches, attitudes, and goals. The findings show that consensus-building, legitimacy and delegation to groups are significant organising acts and activities of leadership relational processes. Those acts contribute to the emergence, preservation and disbandment of leadership in a global multistakeholder group. The data also reveal the importance of consensus and delegation to groups in maintaining or destabilizing the social order within the setting. This research also offers a theory of delegation to groups in global multistakeholder settings which could be considered as a substantial contribution. The outcomes of this study are a reference point for research on relational leadership in global multistakeholder groups. It is also intended to be a catalyst for more consideration of relational perspectives in leadership. Furthermore, it will enhance greater concern for cultural and regional diversity in the constitution of similar groups in the future. The major challenge has been around identifying the extent that relational processesconstitute leadership. Moreover, studies about dynamic approaches such as relational perspectives are much harder to generalize from but possess greater potential for improving leadership theories and practices.

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7

Lagrone, James W. "The use of community groups to facilitate growth in First Southern Baptist Church of Bryant, Arkansas." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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8

Reinecke, Gary B. "A strategy for leadership reprooduction [sic] through small group ministry." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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9

Jung, Hwa Jin. "Leadership training in mission field through discipleship groups." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p078-0045.

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10

Gannett, Ronald George. "A leadership manual for vision groups at Park Bible Church." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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11

Davis, Jack L. "Training Christian leaders for the works of ministry in small cell groups." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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12

Sudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Thesis, Sudweeks, Fay ORCID: 0000-0003-0237-3671 (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/352/.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research - Complementary Explorative Data Analysis (CEDA) - was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.

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13

Sudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Sudweeks, Fay (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/352/.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research - Complementary Explorative Data Analysis (CEDA) - was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.

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14

Cheung, Lai-wan Beverley. "Leadership training groups in a secondary school : an action research /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263995.

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15

Solberg, Scott W. "Discipling Ministry Team (DMT) leadership development program /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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16

Thomas, Donna. "Equipping leaders to facilitate spiritual, relational, and emotional healing in Healing care groups." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p028-0238.

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Thesis (D. Min.)--Ashland Theological Seminary, 2006.
Abstract. Includes copy of The healing Christ in community: equipping leaders to facilitate healing care in small group communities. Includes bibliographical references (leaves 220-224).

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17

Trevelyan, Rose. "Leadership and work attitudes in academic biomedical research groups." Thesis, London Business School (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312387.

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18

Prince, Les. "Leadership and the negotiation of order in small groups." Thesis, Aston University, 1988. http://publications.aston.ac.uk/10846/.

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This thesis is focussed on the role differentiationhypothesis as it relates to small groups (Bales, 1958). The hypothesis is systematically examined, both conceptually and empirically, in the light of the Equilibrium Hypothesis (Bales, 1953) and the Negotiated Order Theory of leadership (e.g. Hosking, 1988). Chapter 1 sketches in a context for the research,which was stimulated by attempts during the 60s and 70s to organise small groups without leaders (the leaderless group, based on isocratic principles). Chapter 2 gives a conceptual and developmental overview of Bales' work, concentrating on the Equilibrium Hypothesis. It is argued that Bales' conceptual approach, if developed, can potentially integrate the disparate small groups and leadership literatures. Chapters 3 and 4 examine the concepts `group', `leader' and `leadership' in terms of the Negotiated Order perspective. In chapter 3 it is argued that two aspects of the concept group need to be taken separately into account; physical attributes and social psychological aspects (the metaphysical glue). It is further argued that a collection of people becomes a group only when they begin to establish a shared sense of social order. In chapter 4 it is argued that leadership is best viewed as a process of negotiation between those who influence and those who are influenced, in the context of shared values about means and ends. It is further argued that leadership is the process by which a shared sense of social order is established and maintained, thus linking the concepts `leadership' and `group' in a single formulation. The correspondences with Bales' approach are discussed at the end of the chapter. Chapters 5 to 8 present a detailed critical description and evaluation of the empirical work which claims to show role differentiation or test the hypothesis, both Bales original work and subsequent studies. It is argued here, that the measurement and analytical procedures adopted by Bales and others, in particular the use of simple means as summaries of group structures, are fundamentally flawed, and that role differentiation in relation to particular identifiable groups has not been demonstrated clearly anywhere in the literature. Chapters 9 to 13 present the empirical work conducted for the thesis. 18 small groups are examined systematically for evidence of role differentiation using an approach based on early sociometry (Moreno, 1934). The results suggest that role differentiation, as described by Bales, does not occur as often as is implied in the literature, and not equivocally in any case. In particular structures derived from Liking are typically distributed or weak. This suggests that one of Bales' principal findings, that Liking varies independently of his other main dimensions, is the product of statistical artifact. Chapter 14 presents a general summary of results and presents some considerations about future research.

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19

Johnson, Steven L. "Impact of leadership on continued participation in online groups." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8830.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Robert H. Smith School of Business. Dept. of Decision and Information Technologies . Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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20

Dyer, John Robert. "Leadership, decision making and collective behaviour in animal groups." Thesis, University of Leeds, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491653.

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21

Flynn, JoAnne Irene. "Religious social support groups: Strengthening leadership with communication competence." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.

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This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.

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22

Lee, Cheuk-kiu Johnson. "An exploratory study of leadership in self-help organizations in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470186.

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23

Edwards, Quinton T. "Member perceptions and the relationship between leader behavior, gender and group climate /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953856.

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24

Beltz, Christine. "An examination of the equipping of small group leaders in selected evangelical churches in British Columbia." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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25

Turner, W. Keith. "A handbook for training small group leaders." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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26

Helveston, John Knox. "Life rings a manual for developing small group ministry in an established church /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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27

Terblanche, S. E. "Groepfunksionering in landbou-ontwikkeling die rol van leierskap /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-12212007-080350/.

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28

Hinrichs, Brian R. McNeal Larry. "Understanding situational leadership and its relationship to student project groups." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835908.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Larry McNeal (chair), Dianne Ashby, George Padavil, Lemuel Watson, Kenneth Crapes. Includes bibliographical references (leaves 246-259) and abstract. Also available in print.

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29

Lorek, Emily J. "Does Group Leadership affect Stress and Group Decision-Making?" Marietta College Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1398348630.

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30

Kotlyar, Igor. "Leadership in decision-making groups, improving performance by managing conflict." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65691.pdf.

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31

Cheung, Lai-wan Beverley, and 張麗雲. "Leadership training groups in a secondary school: an action research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960042.

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32

Chieh, Ching-lok, and 謝青樂. "Leadership training groups in a primary school: an action research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30233756.

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33

Pérez, Vilar Pablo Sebastián, and Susana Celeste Azzollini. "Leadership, teams, and collaborative groups – its relationship with job satisfaction." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102137.

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Results obtained from a literature review of scientific articles related to job satisfaction published between the years 2000 and 2010, are presented. Findings of research studies analyzed indicate the relationship between leadership, some aspects of the supervision, groups, teams and its influence on job satisfaction. The revised bibliography noted mainly the positive relationship between transformational leadership and the SWA model of supervision on job satisfaction. Also the importance of the influence of certain aspects such as the efficacy group, group cohesion and the need to share values for group work be more satisfying than individual work.
Se presenta los resultados obtenidos de una revisión bibliográfica de artículos científicos relacionados con la satisfacción laboral publicados entre los años 2000 y 2010. En el mismose presentan las conclusiones de distintas investigaciones que señalan la relación entre elliderazgo, algunos aspectos de la supervisión, los grupos y equipos de trabajo, y su influenciasobre la Satisfacción Laboral. La literatura revisada señala principalmente una relación positivaentre el liderazgo transformacional y el modelo de supervisión SWA con la satisfacciónlaboral. También la importancia de la influencia de ciertos aspectos grupales como la eficacia,la cohesión grupal y la necesidad de compartir valores para que el trabajo grupal sea mássatisfactorio que el trabajo individual.

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34

Han, Soojung. "DIFFERENTIATED EMPOWERING LEADERSHIP IN GROUPS: AN EXAMINATION OF ITS CONSEQUENCES." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/581103.

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Business Administration/Human Resource Management
Ph.D.
To date, research on the effectiveness of empowering leadership at the team level has focused on cases in which leaders empower the team as a whole, and team members perceive their leaders’ empowering behaviors to the same extent. Because the existing literature predominantly examines empowering leadership directed toward an entire team, little is known about how differentiated levels of empowering leadership within a single team (i.e., differentiated empowering leadership) influence team performance. In the present study, I develop a theoretical model to delineate the consequences of differentiated empowering leadership, defined as the within-group variance of empowering leadership, at the team level. Integrating social categorization theory (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) into the AMO model (Appelbaum, Bailey, Berg, & Kalleberg, 2000), I examine the curvilinear indirect effects of differentiated empowering leadership on team performance via team potency, team commitment, and team autonomy, and the moderating effect of procedural justice of leaders’ empowering differentiation and team-level empowering leadership on the curvilinear indirect effects. I conducted a three-wave study, with a sample of 99 teams and their team leader from 22 firms in South Korea to test the research model. Results suggest that (1) differentiated empowering leadership had a negative curvilinear indirect effect on team performance via team potency, and that (2) both procedural justice of differentiation and team-level empowering leadership positively moderated the curvilinear effect of differentiated empowering leadership on team potency, team commitment, and team autonomy. Implications for theory and practice are discussed, along with limitations and directions for future research.
Temple University--Theses

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35

Leeming, Ian Paul. "EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/268203.

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

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36

Mendez-Grant, Monica S. "A study of freshman interest groups and leadership practices at Texas Woman's University." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2837/.

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This study investigated the level of leadership practices and retention rates of freshman students at Texas Woman's University. The data for the study were collected using the Leadership Practices Inventory, Student Version. The sample for the study consisted of 151 freshman students. The students were each placed in one of three control groups. Group A students (the treatment group) were in the Neighbors Educated Together Program (NET). Group B students (control group) were in one of two university-sponsored programs (COLORS or University 1000), and Group C students (control group) were the residual group of first-time college freshmen. These three groups were surveyed prior to their participation in the NET program or a university-sponsored program and again at the end of 14 weeks. In addition, retention rates were examined on the 12 class day of the spring semester. The study found statistically significant differences (p <. 05) on the pretests and posttests between Group C, residual students, and the other two groups on the Enabling the Followers to Act subscale, the Inspiring a Shared Vision subscale, and Encouraging the Heart subscale. Group A, NET students, and Group B, COLORS/University 1000 students, showed no statistically significant differences between groups. The difference from the residual group could indicate that students who self-select into programs such as NET, COLORS, and University 1000 are more likely to engage in practices measured by the subscale prior to enrollment in the respective programs. No statistically significant differences were found on the Challenging the Process or Modeling the Way subscales. The lack of significance shows that there are no differences in practices for any of these groups prior to enrollment at the university or as a result of participation in a university-sponsored program such as NET, COLORS, or University 1000. A chi-square test was performed following the 12 class day for the Spring 2001 th semester. Approximately 89% of the students in Group C Residual, 97% of Group B COLORS/University 1000, and 91% of Group A NET were retained. The chi- square frequency test revealed no statistically significant differences in level of retention between groups.

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Chun, Cindy P. "Best practices of affinity groups in independent schools." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10247015.

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Independent schools across the nation recognize the need to create inclusive communities for their students of color. Independent schools must embrace diversity and create communities in which students from all different cultures feel that they belong. The presence of diversity in the independent school environment is critical to the success of students of color. Many non-cognitive obstacles inhibit the success of students of color who attend predominantly white schools including institutional racism, oppositional identity, and internalized oppression (Fordham & Ogbu, 1986; Tatum, 2003). One of the many approaches that independent schools use to address inclusivity is the creation of affinity groups. The purpose of this study is to discover best practices of affinity groups in independent schools and how they are used to create a sense of belonging and inclusion for students of color. This qualitative study employs the Dynamic Narrative Approach to conduct interviews with diversity practitioners at independent schools that are members of the National Association of Independent Schools. Diversity practitioners were asked semi-structured interview questions through a password-protected wiki. A review of the literature and the findings from this study produced a list of best practices of affinity groups in independent schools, including possible downsides and how to overcome them. The findings of this study may be beneficial to independent school leaders and diversity practitioners who have not yet begun affinity group work at their schools. This study adds to the dearth of literature surrounding using affinity groups in independent schools to support students of color.

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Etheredge, R. Craig. "The design and implementation of spiritual development groups as a means to leadership development and church revitalization." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Postma, Cornelia. "Leierskap as groepdinamiese proses met verwysing na die rol van studenteleiers aan tersiêre instellings / Cornelia Postma." Thesis, North-West University, 2003. http://hdl.handle.net/10394/437.

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Role theory is generally presented as a way of describing human interactions. Role dynamics describes the psychosocial phenomenon in terms of the various roles and role components being played and actively manipulated as a part of interpersonal interactions. The concept of role offers a general unit of interaction involving a complex of behaviour, expectation, and overt or covert consensual agreement. Therefore, roles can be thought of as expectations one has about social behaviour and as functions or positions. Groups are fundamental to human behaviour - without them individuals would have great difficulty surviving. People thrive on the interdependent relationships they find in groups. In some groups you participate as a leader, while in others you assume the role of follower. In many ways, the groups you have chosen to join reflect your interests and what motivates you. Group dynamics refers to the interactions within a group that characterize the group. The dynamics of the group can be fostered through good leadership as well, and the processes involved are most effective when they facilitate the group toward meeting its goal. The concept of leadership is a central building block of the conventional wisdom of organization and management. The definition of leadership leads to a variety of possibilities, which leads to the conclusion that the definition of leadership should depend on the purposes to be Served by the definition. One complex definition that has evolved, delineates effective leadership as the interaction among members of a group that initiates and maintains improved expectations and the competence of the group to solve problems or to attain goals. A general weakness of higher education has been its inability or unwillingness to make constructive and consistent use of student leadership as an advocate for the institution. From the perspective of student leadership, the fact that student advocacy is rarely utilized to its full potential represents a significant missed opportunity among our nation's universities. If the potential for leadership among these students were systematically cultivated, a new and powerful voice could be created that would go far in helping universities explain their missions and needs to lawmakers, the media and the voting public. Little research has been reported on student organizations. Literature involving student organizations dealt with the role organizations play in student involvement and student development. Reported research on the use of organization development in university student organizations described new practices, programmes and techniques for working with student organizations but did not reflect attempts to measure the effectiveness of interventions. This research provides readers with additional opportunities to explore the characteristics of effective groups and leaders and the leadership process. It is intended to move student leaders beyond the theory of leadership and closer to the world of practice and application. The major objectives of the study are: 0 How effectively and autonomously do student councils function as groups at tertiary institutions and how prepared are the members of the student councils to assume the leadership role? Are there statistical significant differences between biographical variables and the variables of group effectiveness, autonomy and leadership? Is there a relationship between group effectiveness, autonomy and leadership? The research study is divided into a theoretical and empirical framework. Various aspects of role theory, groups and leadership outline the theoretical basis. The empirical study is carried out by way of a questionnaire and the data is analysed according to specific statistical methods. The empirical study was conducted amongst members of student councils at different tertiary institutions in South Africa. The major findings of the study supported the set of research objectives and were the following: Group effectiveness It has been determined that most student councils at tertiary institutions in the study population are aware of their mission, are satisfied with achieving their goals, take possession, communicate openly and honest with members and have clear roles and norms. Autonomy Most of the student councils at tertiary institutions in the study population have satisfactory autonomy regarding work methods, work scheduling and work criteria. Leadership Student councils at tertiary institutions in the study population are prepared to assume their leadership roles. Differences between biographical variables and group effectiveness, autonomy and leadership Perceivable differences between gender and leadership in the student councils at tertiary institutions in the study population exist but are of no statistical significance. The relationship between the subvariables of group effectiveness, autonomy and leadership It has been determined that there is a relationship between the subvariables of group effectiveness and autonomy. No practical statistic significance relationships have been determined between leadership and autonomy for the study population. Further research on leadership as a process of group dynamics is recommended.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

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Passmore, J. Timothy. "Equipping selected leaders to transition Bible study small groups into purpose-driven, team-based cell groups at Woodland Baptist Church in Bradenton, Florida." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Harper, Jeffrey Paul. "An examination of qualities associated with overall leadership judgments in various rater groups." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/28798.

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Brickler, James Theodore. "Bible study leaders training a development of an initial training clinic for small group Bible study leaders /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Wolf, Patricia K. W. "Group dynamics : effects of leadership style on cross-cultural group behavior /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691093613.

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Joorst, Genevieve. "Transformational leadership : exploratory study within research and development (R&D) groups / Genevieve Joorst." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4824.

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This research investigated the leadership style in a research and development (R&D) work unit within a petro-chemical company, using the Full Range Leadership Development Theory as assessed by Multifactor-Leadership-Questionnaire (MLQ). From the literature review conducted, it was concluded that an R&D environment is multi-dimensional and the workforce can be diverse in the field of specialisation and personality characteristics. Subsequently, the literature review also focused on functional diversity and gender differences within technological and/or scientific environments. Descriptive statistics were provided and the data were then statistically analysed. The research results showed a statistical difference in the perception of the frequency of leadership style between manager-leaders and subordinates. Differences in the mean scores of manager-leaders and subordinates found that the manager-leaders overestimated the frequency ratings of their transformational leadership style and the leadership outcomes, while they under-estimated the frequency ratings for transactional and laissez-faire leadership style. This indicates that although the manager-leaders consider themselves as more transformational, the subordinates of this R&D unit view their immediate managers as not displaying ideal levels of transformational leadership behaviours. A self-bias phenomenon may be present where the manager-leaders judge themselves as overly favourable. It is recommended that this be addressed within the organisation. A statistical significant difference was observed in how some male and female employees experienced their manager-leaders' leadership style. The females indicated a higher frequency of laissez-faire leadership style, while some males viewed their manager-leaders as more transformational compared to the female employees. Manager-leaders may need different skills to manage females and in general an increasing awareness of gender bias within the unit may mitigate stereotypical assumptions. No statistically significant differences (p<0, 05) could be found for the total group between functional areas, being scientists versus engineers. It should be noted that the departments consist of predominantly scientists, while only one department showed a mixture of scientists and engineers.
Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

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Albers, Lauren F. "Power, Immediacy, and Compliance Gaining in Peer Groups." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429702539.

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Olsson, Matilda. "Ledares strategier för fungerande och välbefinnande arbetsgrupper : En kvalitativ studie om en ledares strategier för fungerande och välbefinnande arbetsgrupper i strävan efter grupprocesser och lärande." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31828.

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Chen, Huanyong. "Why do groups engage in counterproductive work behavior ? : the roles of group stressors and group affect." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1543.

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Frazier, Terrence Lanier. "African American college men holding leadership roles in majority white student groups." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3360345.

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Elmi, Keshtiban Amir. "Leadership, leaderlessness and leaderless groups : the case of the Occupy London movement." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21555/.

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This thesis investigates how ‘leaderless’ social movements are coordinated and sustained by their members. Drawing on an empirical study of the London Occupy protests, it emphasises the socially-constructed nature of ‘leaderlessness’, arguing that the London Occupy movement can be understood as an ensemble of symbolic meanings, practical accomplishments and communicative political actions that allowed activists to mobilise and develop a broad-ranging repertoire of protest. The thesis examines how divergent but interrelated modalities, including occupation of physical and virtual space, appropriation of both ‘new’ and ‘old’ media and dramaturgical use of physical artefacts (most notably the Guy Fawkes mask), were deployed in ways that instantiated a series of highly-charged political ‘spectacles’, challenging the dominance of the capitalist economic order. This thesis also considers whether the Occupy movement represents a new template for twenty-first-century political activism. Whilst the movement can be seen as distinctively new, in the sense that it operates ‘virtually’ and without a fixed political programme or formal structure, similar political actions can be traced back to the protest movements of the 1960s and to eighteenth- and nineteenth-century struggles.

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Knill, James R. "Effective leadership in small group ministry through the application of family systems theory to the group process." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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