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A Systems Approach to Small Group Interaction
... In fact, advocates for teaching decision-making techniques argue that these skills are learned therefore they should be taught in public schools so that students will be better prepared to make important decisions throughout life (Craycraft, 1988;McNairy, 1985). In addition, students that learn group decision-making skills will be better prepared for today's workforce due to the growing popularity in all types of organizations to use this type of decision-making approach (Tubbs, 1992). In order to enhance the probability of making good group decisions, group members need to be aware of the various decision processes available to them for making informed decisions (McEwan, 1997). ...
... In addition, the group size of four (subgroups of two) was the only group size reported and used in these investigations. A group size of 4 is not considered the optimal group size (Tubbs, 1992). As will be discussed later in this paper, out of the few experiments that have operationalized DI and DA as group processes, all of them but one, Schwenk & Valacich, (1994), relied on the same group size of four. ...
... The use of groups was clearly a major improvement over previous investigations. However, subgroups of two are considered too small to generate large numbers of ideas (Tubbs, 1992). In addition, they lack a diversity of input, which can often lead to less informed decisions (Napier & Gershenfeld, 1993). ...
... Such social and economic position or ranking in the society is known as socio-economic status (SES). [2,3] defined socioeconomic status as the position an individual occupies with respect to the amount of cultural possession, effective income, material possession, prestige and social participation. According to [4], socio-economic status is the position that an individual or family occupies with reference to the prevailing average standards of cultural possession, effective income, material possessions and participation in the group activities of the community. ...
... This observation is in line with that of [4,1] who also recorded greater than zero for non-possession of some items. Score of non-possession of children in higher institution was greater (3) than nonpossession of children in secondary school (2) indicating more importance of having children in tertiary institution than having children in secondary school. Only the total number of children and chieftaincy/religious title had '0' as weighted score for non-possession of all the 28 valid items; showing their less importance compared to other items. ...
... After reviewing the relevant small group and OAE literature, we created a model that serves as a framework to discuss the social system in OAE (see Figure 1). Based on the small group and systems theory literature (Carron, 1982;Tubbs, 2012) ...
... There can be no group factors before the group exists. These factors may include such elements as intragroup relationships, group norms, or group culture (Tubbs, 2012). Group factors represent the group characteristics that then influence group outcomes and groupdependent individual outcomes. ...
Many components of the social system interact with one another to produce group-level behavior that determines the functionality of the small group in outdoor adventure education (OAE). This article synthesizes the contemporary literature and theory regarding eight aspects of the OAE social system: (a) Macro Contextual Factors, (b) Student Factors, (c) Instructor Factors, (d) Goals, (e) Group Factors, (f) Group Outcomes, (g) Group Dependent Individual Outcomes, and (h) Time. Directions for future research and implications for OAE are discussed.
... The focus group was used as a data collection technique (Bradbury-Jones et al., 2009;Powell & Single, 1996;Tubbs, 2012). Each group was comprised of six to eight participants with heterogeneous profiles in terms of professional experience as APNs and workplace (Stewart et al., 2007). ...
Aim(s)
To understand the experiences of advanced practice nurses working in cancer care.
Design
Phenomenological qualitative study.
Methods
Three focus groups were held to collect qualitative data. Participants were recruited through theoretical non‐probabilistic sampling of maximum variation, based on 12 profiles. Data saturation was achieved with a final sample of 21 oncology advanced practice nurses who were performing advanced clinical practice roles in the four centers from December 2021 to March 2022. An interpretative phenomenological analysis was performed following Guba and Lincoln's criteria of trustworthiness. The centers' ethics committee approved the study, and all participants gave written informed consent. Data analysis was undertaken with NVivo 12 software.
Results
Three broad themes emerged from the data analysis: the role performed, facilitators and barriers in the development of the role and nurses' lived experience of the role.
Conclusion
Advanced practice nurses are aware that they do not perform their role to its full potential, and they describe different facilitators and barriers. Despite the difficulties, they present a positive attitude as well as a capacity for leadership, which has allowed them to consolidate the advanced practice nursing role in unfavourable environments.
Implications for the Profession
These results will enable institutions to establish strategies at different levels in the implementation and development of advanced practice nursing roles.
Reporting Method
Reporting complied with COREQ criteria for qualitative research.
Patient or Public Contributions
No patient or public contribution.
... Through the exchange of information and feedback, group members can recognize their problems and reflect on them, thus adjusting their behavior and ultimately achieving self-change. Stewart (2012) states that growth groups should undergo three stages: thaw, change, and reinvention. The "thawing stage" reflects a person's behavior through interaction. ...
... For example, being accepted into the student organization as a member can present opportunities to be known by the members within and outside the organization. Tubbs (2001) points out that group work will likely lead to better soft skills such as negotiating, compromising, communicating effectively, and engaging in teamwork. It also helps process information and knowledge during the course. ...
The first year of university is a crucial time for most students. They experience various challenges that require them to learn and develop the skills needed to negotiate their new environment and discover a major that fits their talents and needs. This chapter focuses on the adjustment concept for first-year students. Their adjustment depends on various factors such as student support services in collaboration with academic staff, pre-entry work for the practical orientation to their studies, skills developments, institutional strategies, and assessment. It further develops a historical background of South African Higher Education. It demonstrates how peer group pressure influences the FYSs' experiences at South African universities. It establishes a conceptual framework for factors influencing peer groups and their formation among FYSs transitioning from high school to university. It discusses FYSs' experiences associated with the types of groups and peer pressure. It examines the advantages and disadvantages and factors influencing peer groups, peer pressure, and their formation.
... In this study, the widely accepted definition of socio-economic status proposed by other researchers [23][24][25][26][27][28][37][38][39][40][41][42] was adopted. However, the definition of SES was operationalized as the measure of the economic and social condition of an individual or family in society determined by their prevailing amount of cultural asset, functional income, occupation, material asset, reputation, political influence, power, and social participation in group activities within the community. ...
Although trees in the agroforestry system play diverse roles in meeting the food, fodder, wood, and energy requirements of the agrarian community, their multifunctional contribution often remains understudied, especially while assessing the socio-economic status (SES) of farmers. Therefore, we conceptualized, developed, and standardized an instrument to appraise the SES of the farmers who practice agroforestry in semi-arid and sub-humid regions of India. We also determined the consistent performance of the scale by testing the reliability using the test–retest method. We found that the validity of the scale was accepted with a high correlation, confirming the validity and reliability of the new scale. We also prepared certain norms to identify different socioeconomic levels of agroforestry farmers. The scale used 9 major, 14 moderate, and 115 relevant minor indicators to address the dynamism of the SES and the diversification of farming systems. The proposed scale was specially designed and elastic in nature so that it has a wide scope regarding local applicability and utility, such as in multi-farming systems. Hence, this scale might be considered for measuring the SES of farmers who practice agroforestry at cross-regional and national levels.
... In the Pupil Interview study as in each phase, the participants were 6 pupils: 3 pupils from grade 3 and 3 from grade 4. As Tubbs [15] characterizes, a small group is as 'a collection of individuals who influence one another, derive some satisfaction from maintaining membership in the group, interact for some purpose, assume specialized roles, are dependent on one another, and communicate face to face'. Therefore, trough a study of children's self-perceptions of their participation and learning in the broad range of opportunities that are available to them within music education at Portuguese institutional and cultural levels, four issues are explored: children's musical activities, both in school and outside school; the influence of children's participation in extracurricular musical activities at school on their self-assessments of their musical development; changes occurring in children's musical activities as a function of their participation in extracurricular musical activities, and their attitudes and beliefs about music [12]. ...
In L. Gómez Chova, I. Candel Torres, A. López Martínez International Association of Technology, Education and Development IATED (Ed.), EDULEARN12 Proceedings, Barcelona, 6591-6600
... Small group interaction is a communication unit consists of three to six members exchanging verbal and non-verbal messages in an attempt to influence one another during the decisionmaking process [1]; this particular type of interaction mechanism provides advantages for human to complete intellectually challenging tasks which often require teamwork to complete. Each group's ability to complete a given cooperative task varies not only with their intellectual knowledge but also with their group-level interactive relationship. ...
... It also attempts and succeeds to explain a welldeveloped team as one that maximizes support and equity over raw performance scores. The second model in our analysis was Tubbs' (1978), which is a fourstage linear model (Orientation, Conflicts, Consensus and Closure) that takes a well-versed approach to group development. The stages focus on assessing the flexibility of leadership and team members, as well as keeping track of the detailed context of the team. ...
We are all going through a difficult period, called into question by so
many questions: the COVID 19 pandemic. Without a doubt, this pandemic has had
and still has many implications both in the personal life of each of us and in our
professional life. In addition to the fact that this virus affects our health,
professional life has also been put to the test. The education system was not
bypassed by challenges, therefore this period proved to be extremely demanding,
with many implications on the instructive-educational activity. Preschool
education has not been exempted from the impact of the changes that have
occurred as a result of the outbreak of the pandemic. Teachers in the preschool
education system have faced many difficulties in terms of teaching in the group.
The instructive-educational process suffered in the context of the pandemic, being
many variables to consider: the age peculiarities of preschoolers, the ways in
which the teaching activities can be carried out through the platforms, the quality
of the educational act through them, the lack of training of the teachers in this
respect, the availability of parents to be able to supervise the preschooler during
the synchronous online activities, etc. The present study presents the results of
the application of a questionnaire addressed to teachers in preschool education,
on the territory of Romania, which highlights the implications of the pandemic on
the instructive-educational process in kindergarten.
... It also attempts and succeeds to explain a welldeveloped team as one that maximizes support and equity over raw performance scores. The second model in our analysis was Tubbs (1978), which is a fourstage linear model (Orientation, Conflicts, Consensus and Closure) that takes a well-versed approach to group development. The stages focus on assessing the flexibility of leadership and team members, as well as keeping track of the detailed context of the team. ...
Group Development is one of the most important cornerstones of
social life. It dictates how our work and social circles develop and influences
the relationships in our lives, and in turn, these relationships dictate the levels
of satisfaction we report in our lives. Teamwork is also important in our
experiences as it is strongly related to group development and is linked with
many aspects, such as professionalism and efficiency in teams. In this paper,
we discuss the importance of group development for any forming teams and
analyze the concept within nine models (Bass and Ryterband, Tubb, Cog’s Ladder,
Homan, Woodcock, Fisher, Jones, Tuckman and Wheelan), with a particular
accent on the last two (Tuckman and Wheelan).
... Depuis le début des années 2000, l'accroissement du nombre de publications reflète et témoigne d'un nouvel engouement pour les groupes de travail. Outre les centaines d'articles dans des revues internationales telles Small Group Research, Group Processes & Intergroup Relations ou Group and Organization Management, plusieurs ouvrages théoriques portant sur les phénomènes de groupes ont été publiés ou réédités (par exemple Amado et Fustier, 2019;Arrow et al., 2000;Behfar et Thompson, 2007;Frey, 2003;Hogg et Scott, 2003;Landry, 2007;Leclerc, 1999Leclerc, , 2020Mongeau et al., 2006;Mongeau et Saint-Charles, 2019;Myers et Anderson, 2008;Poole et Hollingshead, 2005;St-Arnaud, 2008;Tubbs, 2012) Parallèlement, les années 2000 ont aussi vu l'émergence de la « science des réunions » (meeting science), un courant de recherche dont l'objectif premier est de comprendre les tenants et aboutissants des réunions. Olien et ses collaborateurs (2015, p. 13) définissent la science des réunions ainsi : « Meeting science is the conceptual, intellectual, and practical activity used to systematically study what goes on before, during, and after a meeting; it studies the meetings themselves, their outcomes, and other meeting-related phenomena ». ...
The aim of this paper is to propose how different visions of the group and of meetings are linked to the objectives of meeting facilitation interventions. It answers to the problem of the lack of integration between scientific studies and “know-how” publications. After having shown the importance of groups and meetings in organised environments and presented the convergences between both, it poses the meeting as the necessary route for intervention in an organised environment and the specific interventions for running these meetings as basic micro-interventions. It proposes a theoretical articulation permitting the identification of “fields of intervention” at the junction of a complex modelling of the group and meetings and a simpler and more prescriptive modelling focused on intervention. This articulation contributes to a better integration of theory and practice, and opens up new avenues of research to verify the linkages proposed by the model, to fill possible gaps in usual practices and to promote the emergence of new ways of considering training and professional development in facilitation.
... The goal of this review article is to summarize what is known and identify opportunities for future research on group communication and TMS. We take a broad view of communication and define it as the set of interactive processes through which two or more individuals exchange messages (Tubbs, 2011). Based on our definition, communication in groups can occur in different forms (e.g., verbal, nonverbal), have different purposes (e.g., task-oriented, relational-oriented), occur in different contexts (e.g., professional, social), be transmitted through various channels (e.g., face-to-face, telephone, social media) and happen directly between some or all members or indirectly through documents or third parties. ...
The comprehensive review synthesizes 64 empirical studies on communication and transactive memory systems (TMS). The results reveal that (a) a TMS forms through communication about expertise; (b) as a TMS develops, communication to allocate information and coordinate retrieval increases, promoting information exchange; and (c) groups update their TMS through communicative learning. However, direct interpersonal communication is not necessary for TMS development or utilization. Nor do high-quality information-sharing processes always occur within developed TMS structures. For future research, we propose a multidimensional network approach to TMS that incorporates technologies, addresses member characteristics, considers multiple communication types, and situates groups in context.
... In terms of the number of members per group, 6 -8 members per group are formed. Most experts agreed that the number of members in a group is at least three with small groups arbitrarily ranging from 3 to 15 (Tubbs, 2012). However, Lencioni (2007) suggests the number of members per group ranges between 3 and 12. So, there is a call for studying the consequence of small group composition on the nature of group tasks (Wichmann et al., 2016). ...
... Also, students participating in an SGID can impose their own priorities and values, as well as provide constructive suggestions on how to handle current problems (Schein & Bennis, 1965). Finally, small group research (Tubbs, 1997) generally supports the contention that using small group discussion for organizational decision making will result in more active acceptance of changes (Redmond, 1982). ...
... If people living with HIV do not disclose or disclose long after, how else can their spouses and sexual partners access information about their HIV-positive status? Looking at the Johari Window (Tubbs, 2001) disclosure helps to move the HIV-positive status information from the hidden to the open area which is crucial for HIV risk reduction and access to treatment, care and support. It is against this background that this paper discusses the use of questions in HIV disclosure. ...
This article discussed the need to ask questions among people living with HIV to facilitate disclosure. This is because disclosure of a HIV-positive status is an important tool for prevention of HIV and early treatment, many people who know their status do not disclose to their spouse or sexual partners. Disclosure would not only protect the spouse from risk of infection and if already infected be able to access treatment, support and care but also promote adherence to antiretroviral therapy. The paper looked at questioning as an important communication skill that can facilitate disclosure. This paper is based on a larger qualitative study that investigated the factors influencing disclosure of HIV-positive status to spouses among people living with HIV in Kirinyaga County in Kenya. Data was collected using semistructured In-Depth Interviews. The paper argued that questions play a crucial role in disclosure of a HIV-positive status in accessing information which would otherwise be unavailable about the HIV-positive status of their spouses and suggests incorporation of communication skills on questioning and disclosure at the comprehensive care Centre services. Key Words: HIV disclosure, person living with HIV, questioning, spouses, psychological safety
... Students bring a host of characteristics and attributes that may influence how they are able to identify with others in the group. Tubbs (2012) posits that all group interaction starts from these "background" factors that each individual brings, which include personality, gender, age, health, attitudes, and values. In naturally occurring groups, many of these factors may easily align between individuals because people tend to socialize most often with others that have similar personalities, attitudes, and values. ...
... This model has acted as a guide for researchers as well as managers to understand and develop groups in education, organizations and public institutes (Bonebright, 2010;Fall & Wejnert, 2005;Seck & Helton, 2014) . Figure In systems approach to small groups interaction, Tubbs has proposed a 4 phases development model (Tubbs, 1995). Basically, the model's objective is to reach a group consensus around a common solution to solve a problem. ...
In a global economy, the conquest of exploring and acquiring new markets has led many companies to expand their business around the globe. Many companies adopted a strategy of shifting from a centralized company where products were designed and manufactured in one region to a decentralized company, and then to a distributed organization over the regions. Our thesis context is GE Renewable Energy – Hydro solutions that designs and manufactures hydraulic power plants. GE hydro organization is scattered over 5 regions (North America, Latin America, Europe, China and India). Each region became part of this distributed organization where they participated in the designing and the manufacturing of the hydraulic turbines/ generators. However, new challenges arose in this distributed product development process: specific market needs, different working practices, various design methods, multitude of design tools in addition to the cultural differences among the regions.In order to rationalize the regional differences, the distributed development of hydraulic turbines and generators entailed several objectives. For example, standardization of engineering processes, development of common design guides for engineering tools, harmonization of quality sheets and troubleshooting procedures. Hydro organization has entrusted these objectives to the virtual engineering collectives who are dispersed in all the regions.Our research aimed at studying and supporting the virtual engineering collectives in the co-creation of corporate engineering standards and guidelines. The virtual engineering collectives involved the designers, industrial engineers, technicians as well as the end-users. They had to remotely collaborate in order to co-develop the engineering standards and later on to adopt them in customer projects.Since the virtual engineering collectives were at the core of our standardization approach, the thesis addressed the following research questions:1-“which collaborative standardization process and platform could enable the engineering collectives to co-develop their standards at distance?”2-“what are the characteristics of the different virtual collectives’ types which suit respectively the collaborative standardization process?”3-“which operational process has to be defined to ease the work of the virtual engineering collectives within a project based management style?”From the literature, we defined and differentiated the virtual engineering collectives’ types as virtual communities of practice and/or interest, virtual teams and networks of learning. Through observations and reflections from the practice, we have developed and tested our propositions. The main thesis’ contributions are summarized as follows:1-The collaborative standardization process to co-develop the engineering standards at distance.2-HySPeC templates – the collaborative standardization platform - to respond to the different requirements of the collaborative standardization process.3-The virtual collectives’ dynamics (VCD) model to characterize the virtual collectives in function of their development phases.4-The virtual collectives’ framework (VCF) to select, differentiate and fit the virtual collectives in function of the project’s objectives.5-The virtual collectives’ operational process to facilitate the adoption and the implementation of the engineering standards in the customers’ projects.The top management at GE Hydro found the proposed collaborative standardization approach able to co-develop the engineering standards at distance. The different virtual collectives’ types can fit and adapt to the collaborative standardization process and intuitively use the collaborative platform’ functionalities. The approach also provided an operational process to facilitate the integration and the work of the virtual engineering collectives within the distributed hydro organization.
... Small group interaction is viewed as 3 to 20 people exchanging communication in an attempt to influence each other (Tubbs, 1997). For group interaction to be effective, Tubbs related that collaboration must be relaxed and informal, task centered, and free for expression. ...
College and university teaching has come under intense scrutiny in recent years. Scholars agree that effective teaching is much more than the transmission of knowledge. However, they may disagree as to what effective teaching entails. This paper provides a perspective that effective teaching, and thus learning, is enhanced when appropriate instructional theories are clearly linked to correlated teaching strategies. It discusses the purpose of theories and models in that they explain and predict behavior. Furthermore, it presents the Instructional Theory-Strategy Model and demonstrates how theory and strategy are linked. If theory does indeed explain and predict behavior, faculty can increase learning opportunities by linking the appropriate instructional theory to its corresponding teaching strategy.
... Estimates of this proportion range from 60-70% for information systems (IS) managers to 30-80% for general managers (Hymowitz, 1988;Ives and Olson, 1981;Mintzberg, 1983;Mosvick and Nelson, 1987). Unfortunately, most group meetings are not as productive as they could be (Goldhaber, 1974;Hymowitz, 1988;Mosvick and Nelson, 1987;Tubbs, 1984). One Fortune 500 company estimated that it lost $71 million each year due to ineffectively managed meetings (Mosvick and Nelson, 1987). ...
As managers spend more of their time in meetings, the study of information technology to support meetings becomes increasingly important. Several unique systems to support meetings electronically have been developed in industry and universities. The PLEXSYS systems at the University of Arizona have been operational since 1985 and are now being implemented in industrial sites. This article proposes and defines a new term for information technology systems that support group meetings: electronic meeting systems (EMS). EMSs are more than group decision support systems (GDSS): they support more tasks than just decision making; they focus on communication. They move beyond the GDSS decision room, where groups must meet at the same time in the same place, to meetings that can be conducted across time and space. The article then presents a model of the EMS concept, which has three components: group process and outcomes; methods; and environment. Each of these components is explained in turn, and the implications derived from their study to date are discussed. Finally, the implementation of information technology for meeting support and its use in corporate settings will be addressed, as it has implications for productivity, meeting size, group member participation, and the role of the IS department.
... This focus on interrelation and context is based on a systemic framework (Capra, 1996) and departs from the traditional "input-process-output" frameworks (e.g. Tubbs, 2001). According to Capra's view living systems consists of structure, pattern of organisation and life process (Capra, 1996: 156). ...
div>The use of teams had become one of the standard features of the South African organisational landscape. Internationally this phenomenon has attracted the interest of researchers and scholars alike. The current study reviews local research on team according to the model of theory building proposed by Carlile and Christensen (2005). It provides a heuristic framework to present the literature review within the categorisation stage of this model and indicates the research according to the various categories of the framework. It found that local research addresses a wide array of these categories and that the majority of research is done from a descriptive perspective.
</div
... While each of these networks undoubtedly has its own set of unique characteristics, even those situated at quite different levels of analysis (e.g., micro vs. macro) may share a set of common features. According to a sociological perspective known as systems analysis, the different networks or structures within which an individual is embedded can be modeled as relatively independent social systems, although each is governed by analogous structural and functional rules and regularities (Buckley, 1968;Tubbs, 1978). This approach has been fruitful in allowing researchers to adopt a common framework in analyzing the dynamics of various social systems and their effects on individuals within those systems (e.g., Cook & Whitmeyer, 1992;Parsons, 1950;Straus, 1962). ...
System justification theory suggests that individuals defend and rationalize aspects of prevailing social systems, especially in response to system threat. In two experiments we extend this framework by demonstrating that people rationalize small-scale social systems (e.g., local popularity hierarchies and the nuclear family) as well as large-scale social systems (e.g., American society). Furthermore, we find that system threat leads people to bolster not only the legitimacy of the social system that is directly threatened but also the legitimacy of systems at other levels of analysis. These results provide evidence of spreading rationalization, suggesting that people respond defensively to other social systems when one system that they belong to is criticized or attacked.
... According to Chapin (1933) as cited by Akinola and Patel (1987), Rogers (2003). Tubbs (1988), and Onwueme and Ugbor (1994), defined socio-economic status as the position an individual occupies with respect to the amount of cultural possession, effective income, material possession, prestige and social participation. Goode (1974), stated that it was the family and not the individual that was ranked in a class society He noted that the family is the keystone of any stratification system and the social mechanism by which it was maintained. ...
This study examined the empirical relationship between socio-economic status and psychological construct of heads of farm families in Delta State. Simple random sampling procedures done on multi-stage basis was used in composing the sample. The sample was made up of 510 heads of farm families drawn from Delta Ibo (174), Urhobo (147), Ijaw (87), Isoko (60), and Itsekiri (42). Questionnaire was used in data collection. Psychological constructs were measured by the use of Sigma scoring method, Data were analyzed by the use of mean, analysis of variance, multiple regression and factor analysis. The valid psychological constructs were adoption behaviour, leadership abilities, cosmopoliteness, education level, and attitude to innovation. There was a significant relationship between socio-economic status and the valid psychological constructs of the heads’ of farm families (F=333.29497; p = 0.00). The multiple regression analysis showed that 76.78 percent of socio-economic status was explained by the valid psychological constructs of heads of farm families. The psychological constructs of socio-economic status of heads of farm families in any locality should be understood by the extension agent so as to foster a good working relationship with the farmer.
Key words: Socio-economic Status, Adoption, Leadership, Cosmopolitness, Education, Attitude, Innovation.
... According to Chapin (1933) as cited by Rogers (1983), Akinola and Patel (1987), Tubbs (1988), Onwueme and Ugbor (1994), Akinbile (2007), and Marriage and Family Encycyclopedia (2010), socio-economic status was the position an individual occupies in a society with respect to the amount of cultural possession, effective income, material possession, prestige and social participation. It implied the two dimensions of social and economic inequality. ...
The main objective of the study was to construct a socio-economic status scale to measure the socio-economic status of heads of rural farm families in the Delta north agricultural zone of Delta State, Nigeria. The specific objectives were to standardise validated socio-economic status indicators into a scale, determine the construct and concurrent validity of the scale, and ascertain the reliability of the scale. Stratified and multi-stage simple random sampling techniques were used in selecting the towns and respondents. Twelve percent (12%) of the heads of farm families in Aniocha South (41), Ika South (47), Ndokwa West (55) and Oshimili North (31) were sampled. This gave a sample size of 174 heads of farm families. Data were collected by the use of structured interview schedule. The variables were measured by the use of sigma scoring method and analysed by the use of Pearson Product Moment Correlation and t-test. Sixty-nine (69) valid items were standardized into a socio-economic status scale. There was a significant and positive correlation between socio-economic status and adoption (r=0.76, P<0.01); there was a statistically significant difference between high and low socio-economic status heads of farm families (t=78.82, P<0.01). A Pearson r (r=0.89,P<0.01) showed that the scale was reliable. The scale is therefore recommended to development intervention agencies for measuring the socio-economic status of heads of farm families in the study area.
The complexities of group decision making are significant, especially today with the size of data and the difficulty for groups to locate, access, filter, and integrate accurate and high-quality information. Additionally, the fact that different members have different levels of expertise and knowledge makes the process even more challenging. GDSSs assist group members with communication, decision analysis, and discussions; however, in their current state, they are becoming less and less effective and efficient. They can no longer just be standard support systems; they must integrate and offer users an element of (artificial) intelligence that can truly address the complex issues of the group decision-making process.
Operations Research (OR) is a branch of applied mathematics that deals with optimization problems arising from different real contexts. The solving process of its problems is based on the construction and resolution of mathematical models, showing the possible connections between mathematics and the real world. Nevertheless, OR is not typically included in most curricula of higher secondary schools (i.e. Grades 9–12), but it is usually presented mainly at university level. To show how OR could be significant for these school students' education, the authors of this paper developed an educational project consisting of three teaching units. In this paper, we share the result of the teaching experiment related to the first unit, addressed to Grade 10. Qualitative and quantitative analyses show how it is appropriate to include OR and its typology of problems in regular school mathematics lectures. Second, these data also show how modelling and problem-solving skills, developed working with OR, can be fostered by implementing a collaborative way of working, also by making use of digital technologies. Last but not least, we demonstrate the positive impact such activities have on students' appreciation of OR.
This part of the investigation enriches the exploration with a specific focus on the aspect of collaboration. The first Sect. 3.1 further explores the ‘areas of blur’ identified through the previous research and enriches the analysis through the variables outlined during the observational studies. Section 3.2 digs deeper into the concept of Service Design for Human Resources. Even if the concept of Human Resource Design differs from the concept of Service Design for Human Resources, as said, it was crucial to explore in the first place SD for HR as a lighter level of integration of the two fields. Since the research at this point introduced a strong focus on collaboration, Sect. 3.3 provides an overview of the main literature studies about group development. Using the Tuckman model as a main reference, the overview compares the most acknowledged models in psychology and business studies, in order to generate a critical and comprehensive knowledge about the main stages of group development and their characteristics. Section 3.4 takes a step further in the analysis of groups and teams by exploring the concept of teaming as a learning experience. It also investigates the correlations with innovation processes such as collaborative design practices. Last Sect. 3.5 of the chapter and last step of conceptual reasoning is devoted to the comprehension of how design can also leverage on behavioural sciences to better tackle change projects within organisations. Organisations that are facing change management challenges need to work also on a behavioural level, that implies both analysing current behaviours and ignite desired behaviours in employees besides changing the organisational structure. The contamination of behavioural sciences with design represents a promising opportunity for tackling organisational change challenges and offers relevant elements of investigation for further developing the final HRD framework.
Multitouch-Lernspiele sind ein modernes Mittel, um eine neue Umgebung für Lernende
zu schaffen. Dabei müssen ständig in unterschiedlichen Formen und für unterschiedliche
Gesichtspunkte Entscheidungen getroffen werden. Das Erzwingen von Entscheidungen
ist ein elementares Mittel, Kollaboration in Multitouch-Lernspielen zu ermöglichen
und zu fördern. Dabei tritt Kollaboration sowohl beim Lernen selbst als auch in
Spielen auf. Die Gestaltung der Fragestellung und der Kontext, in dem Entscheidungen
getroffen werden müssen wie z.B. wechselseitige Abhängigkeiten, können die Kollaboration
maßgeblich beeinflussen. In Computerspielen treten Abstimmungen größtenteils
bei Fragestellungen auf, bei denen es eindeutige richtige und falsche Antworten gibt. Aus
den Erkenntnissen der Hintergrundrecherche ergeben sich diverse Anforderungen an ein
Modul innerhalb eines Frameworks für Multitouch-Lernspiele, das die Mechanik von
Abstimmungen bereitstellt. Es wurde für das MTLG-Framework implementiert und die
Architektur in dieser Arbeit beschrieben.
Business finance, traditionally taught in a lecturer-centered approach, underestimates the postgraduate students’ rich tacit knowledge and results in suboptimal knowledge management processes. One way to enhance these processes is to engage students via Padlet, an interactive virtual wall. Thirty-two postgraduate business finance students were asked to post and share their ideas via Padlet. Data were collected from a survey and interviews. The data analysis showed that students were satisfied with the use of Padlet and perceived that they had applied, shared and acquired new knowledge. Hence, Padlet could be used to engage students and enhance knowledge management processes.
No one can deny the influence of the leaders and their leadership style on many levels of the organization starting from the performance of the employees, the internal environment and reaching the performance of the organization itself. From that point, the current research study seeks to highlight the degree of influence of the leadership styles on the managerial creativeness among the leaders and what is the most influential leadership style on the managerial creativeness among leaders in the industrial corporations in Jordan. The approach of the study was quantitative in its nature; the researcher distributed a questionnaire on a convenience sample of leaders within the industrial corporations in Jordan. Out of 500 questionnaires, the researcher retrieved 322 questionnaires which was properly filled and can be analyzed through SPSS. The findings of the study revealed that leadership style can influence the level of creativity that leaders and managers have which in its turn can influence the employees themselves. In addition to that, the study reached a results in which the transformational leadership style is the most influential style on the managerial creativeness.
This study aimed to know the ability of Binus Online Learning (BOL) students as a virtual team in solving their teamwork conflict problems, especially when they have to complete team assignments. This study uses Tuckman theory of teamwork (known as team stages model or FSNP) as the main theoretical basis for reference [1, 2]. This study uses a quantitative method with interview randomly among the students to clarify the subject matter mainly focuses on 131 students as the respondents which are identified as the millennial generation (born 1981-2000, based on Reeves and Oh, 2008)[3] considering their fluency in using Information and Communication Technology (ICT). To measure the ability of respondents in solving teamwork conflict problems based on online learning system in BOL, Likert scale is used on a scale of 1 to 5 with corrected item-total correlations 0.49, and α 0.81 (> 0.5). The result shows scale 1 was chosen by 17.20%, scale 2 was 15.53%, scale 3 was 31.90%, scale 4 was 24.99%, and scale 5 was selected by 10.28% of respondents. It concluded that the virtual team performance of BOL in solving teamwork conflict problems is average (tend to be moderate to high).
p> English
The primer mover of agriculture development consist of four factors, which are natural resources, human resource, technology, and institution. It is predicted that improvement of both food production and farm income will be driven by the following pressure factors: (1) The implication of globalization and liberalization, as well as international community coersion on environmental aspects; (2) The more limited of government expenditure, (3) The increase of natural resources scarcity and its degradtion, and (4) The launching of autonomy and its implication on decentralization of development. Historically, natural resources management has been managed partially through centralistic and top-down style. Deal with water resources management, the approach affected malfunction of local institution, the out comes was ineficient irrigation. Irrigation should be managed simultaneously both on supply and demand side. Refer to empirical studies it was convenient that enhancement of demand side management will increase food production and farm income significantly. It is useful to review irrigation performance, especially focused on institutional aspects.
Indonesian
Ada empat faktor penggerak utama dalam pembangunan pertanian, yaitu sumberdaya alam, sumberdaya manusia, teknologi, dan kelembagaan. Upaya peningkatan produksi pangan dan pendapatan petani di hadapkan pada arus globalisasi ekonomi, pelestarian lingkungan, anggaran pembangunan yang terbatas, kelangkaan sumberdaya dan pelaksanaan otonomi daerah. Secara historis pengelolaan sumberdaya alam dengan pendekatan sentralistik (top down) telah berdampak pada memudarnya kelembagaan lokal dan inefisiensi pengelolaan sumberdaya alam dan air. Secara teoritis, pengelolaan air irigasi yang efisien membutuhkan pendekatan simultan yakni dari penyediaan air(supply management) dan dari sisi pemanfaatan (demand management). Secara empiris, pendekatan dari sisi pemanfaatan masih sangat membutuhkan perbaikan mempunyai peluang yang besar untuk dapat memberikan kontribusi yang nyata dalam peningkatan produksi pangan dan pendapatan petani. Tulisan ini bertujuan untuk melakukan tinjauan historis kelembagaan irigasi, mengidentifikasi faktor-faktor yang mempengaruhi kinerja kelembagaan irigasi, menarik benang merah yang merupakan simpul-simpul kritis dalam pengembangan kelembagaan irigasi, dan merumuskan pengembangan kelembagaan irigasi di era otonomi daerah.</p
"Almost every time there is a genuinely important decision to be made in an organization, a group is assigned to make it-or at least to counsel and advise the individual who must make it." Hackman [23]. Meeting analysis, that is the study of meeting expenses, productivity, processes, and outcomes, is relevant to GSS practice And research for several reasons. Many reviews and surveys [1, 2, 3, 15, 21, 52, 53, 57, 75, 82] reveal that meetings dominate workers' and managers' time and yet are considered to be costly, unproductive and dissatisfying. Studies [13, 52, 53, 56, 57] show that meetings are essential and that the number of meetings and their duration has been steadily increasing. Studies of Managers and knowledge workers [1, 13, 21, 51, 52, 53, 68, 75, 79, 89, 90, 92] reveal that they spend between 25%-80% of their time in meetings, suggesting that meetings are an important part of one's working life. Estimates of meeting expenses [1, 13, 39, 53] range from costs of 54 million and 3.7 billion annually! Self estimates of meeting productivity [15, 21, 53, 75] by managers in many different functional areas range from 33%-47%.
This chapter deals with ways to develop teams to be more effective. Economically systematic development of teams plays a large role, as it has a direct impact on productivity of an organization. Different kinds of teams need different interventions; that is why the chapter starts out with looking at different types of team constellations and their specific requirements. It plays a big role if a team is located in one place and belonging to one organization or if it is distributed in several sites, maybe homed in different organizations and on top of that interculturally diverse. In the following models for describing team dynamics and constellations are used as a basis to derive measures for developing teams. A clear process and each step is described for developing teams systematically and sustainably. Tools and interventions to successfully implement team development are elaborated on. Especially the different phases of team socialization are looked at and differentiated measures are offered. The author gives an evaluation on the effectiveness of tools and interventions also related to the phase that the team is in. In several practical examples, the application of these interventions is illustrated.
Group activities have always formed an integral part of human life. Working in a group is generally regarded as both stimulating and rewarding but it also poses certain problems. In a group situation the thoughts, feelings and actions of individual members are influenced by a number of factors inherent in the structure of the group and in the task of the group. Some of these factors can make individual members inhibited, bored or anxious, thus preventing them from using their full capacity. Other factors will increase the performance of some members.
Executing the activities resulting from an enterprise business alignment requires a diverse mix of individuals who must be integrated into effective sets: groups and teams (for example: project teams, workgroups). These sets are formed to ease the work pressure on the individual and achieve the alignment activities within the desired time frame. An effective set often outperforms individuals within in an enterprise, because high performance within an enterprise business requires multiple skills, judgments, and experiences. Of course, there are certain tasks at which individuals will always outperform a group or a team; for instance, where talent or experience is the critical performance factor required to achieve an activity. Our purpose in this chapter is to provide guidelines for building a cohesive team.
p>This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing theoretical models: the traditional group development model (Tuckman, 1965; Tuckman & Jensen, 1977) and the punctuated equilibrium model (Gersick, 1988; 1991). All the groups had two working phases and three decision-making points. The temporal pattern of group behavior was close to the phase transition concept of Gersick’s model. Some groups tended to undergo Tuckman’s stages, but their development stages were not necessarily sequential or hierarchical. Thus, it is concluded that Gersick’s model could be more useful for researchers and instructors to better understand and assist online students in problem solving collaborative activities.
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This contribution summarizes some typical features of complex systems such as non-linear interactions, chaotic dynamics, the “butterfly effect”, phase transitions, self-organized criticality, cascading effects, and power laws. These imply sometimes quite unexpected, counter-intuitive, or even paradoxical behaviors of socioeconomic systems. A typical example is the faster-is-slower effect. Due to their tendency of self-organization, complex systems are often hard to control. Instead of trying to control their behavior, it would often be better to pursue the approach of guided self-organization, i.e. to use the driving forces of the system rather than to fight against them. This is illustrated by the example of hierarchical systems, which need to fulfill certain principles in order to be efficient and robust in an ever-changing environment. We also discuss the important role of fluctuations and heterogeneity for the adaptability, flexibility and robustness of complex systems. The presentation is enriched by a number of examples ranging from decision behavior up to production systems and disaster spreading.
Communication is neither good nor bad. It is simply a tool. Used well it nets good results, applied poorly it makes situations worse. The key then, for any manager, is to properly assess a situation and subsequently choose an appropriate strategy for participation. Intercultural Communication events are especially challenging with so many variables at play. Drawing upon the concept of "The Expert Spectator" this paper demonstrates that a universal perspective of communication exists, one that can be applied regardless of cultural orientation. When communication is seen on a continuum from the expressive to the instrumental it is much easier to be an appropriate and effective communicator in International Business settings.
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