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School improvement depends, fundamentally, upon collective agency—a group capability to work productively together and solve problems. Unfortunately, many schools operate in contexts of adversity that can pose considerable challenges with developing collective agency. Schools serving high-poverty communities of color often face chronic resource shortages, difficulties to reach their students, and negative reputations. Research has shown how such experiences of adversity can invite destructive tendencies that interfere with collective agency—including defensiveness, learned helplessness, and fragmenting conflict. However, prevailing approaches to researching school improvement have obscured insight into how collective agency may develop in adverse contexts. To study this, this paper draws on over 70 hours of participant observation and more than 50 reflective conversations conducted over 1 year with a Californian middle school facing adversity. Drawing on literature about group development and work teams, the article traces interaction patterns in three work groups, including one I led. The study finds clear efforts to develop collective agency at times, but it is a fragile emergence. Across all groups, collective agency becomes enabled when initiative to address a problem combines with manageable tasks, simple solutions, and group affirmation. However, these processes do not enable groups to fully address the complex problems they face, leaving groups vulnerable to recurrent experiences of inefficacy and overwhelm that quash collective agency. The findings offer a new understanding of school improvement amid adversity as a struggle to improve at "the next level of work," calling for reforms designed to sustain a foundation of collective agency. [ABSTRACT FROM AUTHOR]

This conceptual article examines the role of team-building in outdoor learning, reviews group development theory in relation to teamwork, and outlines the Behaviour Analysis model as a tool to facilitate team-building. Working with this foundation, the theory and model are combined with discussion about team, leader, and facilitator behaviours at each stage of group development. The applications are valid for all clientele in all outdoor settings. Several strong recommendations for practitioner behaviours and future research are presented. [ABSTRACT FROM AUTHOR]

Background: Group norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored. Purpose: We investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations. Method: We recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames. Results: Our findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term "group development norms" to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation. Conclusions: Providing a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation. [ABSTRACT FROM AUTHOR]

Within the first couple of years after release from prison in the United States, recidivism rates are highest. Lack of or limited education levels, access to mental health services or substance abuse treatment, and the environment post release are well-documented reasons for recidivism. A grant-funded community-based multidisciplinary post-incarceration pilot program in Southwest Michigan began to assist the returning ex-offenders overcome reintegration barriers to ensure a successful transition to community living. The program design provided wrap around services that included access to counseling, social work navigator services, mentoring, tutoring, and occupational therapy life skills training to selected ex-offenders who chose to enroll. The program provided services for one year. The conclusion of the program occurred at the end of the grant funded period, when at the same time, the COVID-19 pandemic occurred in March 2020, and coincidentally, at the same time the team adjourned due to internal consequences. There are lessons learned in this experience that worked to reduce recidivism and re-incarceration in prison for a one-year period to effectively zero. Programmatically and organizationally, there are also important lessons to share for practice that are universal. [ABSTRACT FROM AUTHOR]

Group Development (GD) is an important variable when researching and evaluating what makes teams successful. We analyzed the psychometric properties of the originally Spanish GD questionnaire with German participants. 501 team members and 104 team leaders, 18 to 65 years old, from a German research organization answered an online survey composed of the GD questionnaire and items related to other group processes of democracy, mutual trust, team spirit, and interest in the team's tasks. Results confirmed the unidimensional factor structure of the translated Spanish version for the German GD construct. Internal consistency, convergent and discriminant validity were good. The German GD correlated as expected to other constructs, and it showed concurrent validity with respect to the team members' motivation and interest in team tasks (r =.79, p <.01). We recommend using the GD in German samples to measure team processes that are highly relevant for team effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Followers' trust can build the leader's influence and the followers' trust in the leader's mission. Cognitive (based on perceptions of ability and predictability) and affective (based on perceptions of benevolence and integrity) trust between Christ and His twelve disciples enabled movement to group performance and acceptance of Him as Savior and His Great Commission. The disciples began with knowledge-driven cognitive trust and transitioned to experience-driven affective trust. Tuckman's model may be used to assess group development. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dr Susan Wheelan, scientist, author, teacher and practitioner in the field of group research and development, passed away in November of 2019. This article was written to commemorate her life and work. [ABSTRACT FROM AUTHOR]

Drawing on his experience as an organizational consultant, the author presents a new model of team analysis and development for working with organizations. He describes the field of tension within which many organizations operate (e.g., product and service development must be done at high speed, the viability and life span of products and services is short, etc.) and some key theoretical developments from the science and study of organizations and the organizational field in transactional analysis. Drawing from authors such as Tuckman, Bion, and Belbin as well as several TA concepts, he describes the stages of human development as articulated by Levin and how these can be adapted as a useful tool focusing on the task of the group, the individual team member, and the requirement for leadership in the organizational setting. He provides a new TA model—the cycle of team development—which offers clear, concrete guidelines for organizations that are searching for new ways to increase team effectiveness. Brief case studies demonstrate the use of interventions at each stage. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine if there is a difference between service-sector Lean Six Sigma (LSS) project teams that progress through Tuckman's group development model and those that do not in terms of the number of completed projects, the number of projects completed on time, the length of time to complete the projects and the total cost savings and avoidance because of the projects. Design/methodology/approach: The research consisted of a quantitative, descriptive methodology. The design included a sample from a service-sector LSS practitioner population, a survey instrument, one independent construct with two levels, four dependent constructs and a multivariate analysis of variance (MANOVA). Findings: The progression of service-sector LSS teams through Tuckman's group development model, as measured with the group process questionnaire, significantly influences the teams in terms of the number of completed projects, the number of projects completed on time, the length of time to complete the projects and the total cost savings and avoidance because of the projects. Research limitations/implications: A limitation of the study is there may be other factors not related to Tuckman's group development model that can influence the outcomes of LSS projects. These variables may include senior executive buy-in, number of LSS practitioners in the organization, the robustness of LSS training programs, level of talent and other factors not related to Tuckman's group development model. Another limitation of the study encompassed using a sample of convenience instead of a random sample. Practical implications: The recommendation for practice is binate. First, service-sector LSS project teams should ensure they progress through the stages of Tuckman's group development model to enjoy the significantly improved project outcomes. Second, LSS practitioners and trainers should ensure that Tuckman's group development model is part of the training curriculum. Social implications: The study demonstrates that all groups should attempt to progress through the stages of Tuckman and Jensen (2010) group development model to enjoy the benefits of working in a cohesive, task-focused team. Originality/value: This study adds to the body of knowledge because, prior to this study, there was not prior research involving Tuckman's group development model and LSS team outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of The Arab Center for Research & Studies in Library & Information Sciences is the property of Journal of the Arab Center for Research & Studies in Library & Information Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We investigate whether group emotional awareness can prevent the escalation of controversy into conflict in project teams. We propose that group emotional awareness mitigates the impact of initial task conflicts on the development of group emotion regulation. This, in turn, prevents the escalation of task into relationship conflicts. We test our proposed model through a longitudinal design on project teams over the duration of a 3-month project, from the onset of their work together till the completion of the project. Group emotional awareness mitigates the impact of high levels of initial task conflict on the development of emotion regulation: the latter lacks conditions to develop when group emotional awareness is low and groups experience task conflict and can only develop under high emotional awareness conditions. Once in place, group emotional regulation reduces the likelihood of task conflicts escalating to relationship conflicts. [ABSTRACT FROM AUTHOR]

Our thoughts and feelings towards groupwork and outdoor learning impact our subsequent engagement in, and learning from, such activities. This study explores the impact of a pre-course video when used in preparation for an outdoor groupwork skills course. The video was designed according to the theory of planned behaviour (TPB) to enhance intentions to develop groupwork skills in an international cohort of university students. At the induction session of the 3–5 day residential course (N = 173), participants were assigned to either video-only, video with goal-setting worksheet, or control conditions. Their thoughts and feelings towards the course were measured pre- and post-induction and their groupwork skills were measured pre- and post-course. In line with the TPB, participants' attitudes and self-efficacy towards the course were significant and meaningful predictors of their learning intention and subsequent behaviour change. These pre-course beliefs towards groupwork and outdoor learning were significantly improved by the video, despite learners already holding favourable beliefs at baseline. However, these high baseline scores meant that improvements in attitudes resulting from the video were small, and not enough to enhance the subsequent learning outcomes. The potential mechanisms of the pre-course video are discussed along with practical implications. [ABSTRACT FROM AUTHOR]

Group development is an initial step and an important influence on learning collaborative problem solving (CPS) based on the digital learning environment (DLE). Group development based on the Myers-Briggs types indicators (MBTI) rule proved successful for the educational and industrial environment. The MBTI ideal group rules are reached when a group leader has the highest level of leadership and compatibility between group members. The level of leadership and suitability of group members is determined based on the MBTI learning style (LS). Problems arise when the population of MBTI LS with the highest level of leadership is over. This will lead to dual leadership problems and have an impact on group disharmony. This study proposes an intelligent agent software for the development of the ideal group of MBTI, using the Fuzzy algorithm. The intelligent agent was developed on the SKACI platform. SKACI is a DLE for CPS learning. Fuzzy algorithm for solving dual leadership problems in a group. Fuzzy algorithm is used to increase the population of MBTI LS to 3 levels, namely low, medium and high. Increasing the population of MBTI LS can increase the probability of forming an ideal group of MBTI. Intelligent agents are tested based on a quantitative analysis between experimental classes (applying intelligent agents), and control classes (without intelligent agents). Experiment results show an increase in performance and productivity is better in the experimental class than in the control class. It was concluded that the development of intelligent agents had a positive impact on group development based on the MBTI LS. [ABSTRACT FROM AUTHOR]

Online communities are changing the way people enjoy leisure activities through computer-mediated interactions, yet little is known about how these groups form, function, and network. The current study draws on two years of involvement with a Meetup group, using participant observation and ethnographic interviews of the group's live interactions and content analysis of the group's online communication. Throughout this article, the author analyzed the life cycle of online communities and discovered that technology acts as a catalyst for group formation and that the fast and exponential growth of groups centered on common leisure interests. Computer-mediated communications also accelerated the pace of conflict among groups and the formation of alternate communities to satisfy the same need. Patterns of group formation, consolidation, conflict, splintering, and re-grouping repeated themselves throughout the observation period. Finally, the present research discusses how this new form of social interaction facilitates leisure pursuits and encourages creativity in the creation of diverse activities which foster continued participation. [ABSTRACT FROM AUTHOR]

Group formation is an essential process for group development lifecycle. It has been a growing concern to many researchers to be applied automatically in collaborative learning contexts. Forming a group is an atomic process that is affected by various factors. These factors differ depending on the group members characteristics, the context of the grouping process and the techniques used to form the group(s). This paper surveys the recently published work in group formation process providing a systematic literature review in which 30 relevant studies were analyzed. The findings of this review propose two taxonomies. The first one is for the attributes of group formation while the second is for the grouping techniques. Furthermore, we present the main findings and highlight the limitations of existing approaches in computer supported collaborative learning environment. We suggest some potential directions for future research with group formation process in both theoretical and practical aspects. In addition, We emphasize other improvements that may be inter-related with other computing areas such as cloud computing and mobility. [ABSTRACT FROM AUTHOR]

While the notion of task–media fit is inherent to most theories on communication in virtual teams, past studies have largely concentrated on single, isolated tasks—hence neglecting sequential and contextual effects of media use. Building on project management frameworks, this study abstracts from the task level to the broader and more practical level of project phases, linking these to changes in media use. In particular, the study illustrates the weekly use of communication media within 34 student teams during a 3-month project. In line with team process phase models, results showed differences in media use between project phases: While face-to-face communication decreased, the use of leaner media (i.e., telephone and chat) increased in later project phases. Moreover, the variation of media use within the project phases increased over time, emphasizing the temporal dynamics of task–media fit. Finally, implications especially for project managers and recommendations for further research are discussed. [ABSTRACT FROM AUTHOR]

This study explored the group developmental process of Adventure Therapy (AT) conducted with 9th grade students (n = 20). Researchers measured avoidance, conflict, and cohesion and compared results from this study to the development of traditional counseling groups. Results suggested that AT groups follow a similar developmental process as traditional group counseling as evidenced by a statistically significant increase in cohesion, an increase then decrease in conflict, and a decrease in avoidance. This study is a response to a previous call for research related to AT group development. Implications for counselors, AT training programs, and future research are discussed. [ABSTRACT FROM AUTHOR]

Inspired by Tuckman's stages of group development and Leeds-Hurwitz's (1993) discussion of meaningful symbols in flags, this class activity develops student's transferable skills in design software and teamwork to build team cohesion and produce quality presentational aids and deliverables for group-based assignments. These transferable skills benefit students beyond the classroom, which addresses a growing need among university students to develop skills marketable to internship and potential employers though coursework. The activity is applicable to a variety of courses and adaptable to meet different instructional needs. [ABSTRACT FROM AUTHOR]

Research question: This study investigates the impact of initiation rituals on group development. Through the application of chaos theory, we examine how the trajectory of team development is inherently unpredictable due to the complex nature and uncertainty of initiation rituals. Research methods: The paper draws upon 42 interviews with student athletes from a UK university. The UK context provides a new perspective on initiation activities that are currently dominated by studies in a US setting. Results and findings: From our coding of interview data four themes emerge: Forced assimilation, Dejection, Commitment, and Performance. The results find initiation rituals force sport teams into a period of chaos where outcomes can vary from improved performance to dejection. Thus, sports teams can experience any, or all of the themes present in our findings, and previous group cohesion is an unreliable predictor for successful group development post-initiation. Implications: Theoretically, we further understanding of group development as an unpredictable system due to the nuances and complexities associated with initiations that stimulate periods of chaos. Practically we find administration of bureaucratic control is an ineffective mechanism for constraining initiation activities, and instead it is team leaders and captains who should guide behaviour towards constructive and enjoyable initiations associated with improved commitment and performance of sporting teams. [ABSTRACT FROM AUTHOR]

This article examines how technology and structural guidance influence the development of workgroups using computer-mediated communication (CMC). The results of two experiments support the notion that CMC workgroups develop over time in a similar manner to face-to-face groups. Technology availability had minimal, fleeting effects on group development. Structural guidance had a more pronounced effect, increasing feelings of belonging and goal commitment in newly formed groups, but lowering feelings of trust in maturing groups. [ABSTRACT FROM AUTHOR]

This paper reports on a study aimed at integrating an important but neglected behavioral issue--group development--into group decision support systems (GDSS) research. Group development is based on the fact that most groups have a past and a future, and this affects group outcomes. However, most GDSS studies have investigated only a single group session. This study examined the behavior of groups using a GDSS over multiple sessions. The study reported in this paper specifically examined the following two questions: (1) does computer support affect the development of decision-making groups? and (2) do the patterns of development differ over time between computer-supported and manual groups? These two questions were studied using a two-factorial repeated measures research design. Results showed significant differences in development patterns between computer-supported groups and manual groups in terms of conflict management and degree of cohesiveness. After adapting to GDSS, computer-supported groups displayed more productive conflict management and higher group cohesiveness than manual groups. [ABSTRACT FROM AUTHOR]

This article reports results of a study that tracked growth factors in experiential training groups through Tuckman’s conceptual framework of group development using Critical Incidents methodology and quantitative description. We sought to explore whether different growth factors varied in salience over the course of each of the groups’ life and over time. Four group facilitators completed a total of 40 copies of the Group Development Checklist over the course of one academic semester. Results showed that growth factors varied across stages of group development and over time, offering partial support to Tuckman’s model. We discuss several implications for training and future research on growth factors in experiential groups, as well as limitations of the study. [ABSTRACT FROM AUTHOR]

There is growing interest in mindfulness-based interventions (MBIs) in the management of multiple physical and mental health issues. Although MBIs utilize a group format, research on how this format impacts teaching and learning mindfulness is lacking. This study aimed to develop a detailed theory of MBI group processes utilizing a grounded theory methodology. This article presents our subsequent model, developed from semistructured interviews conducted with MBI students, teachers, and trainers (N = 12). A core category, the group as a vessel on a shared journey, and three higher-order categories emerged from the data. They illustrate how MBI group processes navigate a characteristic path. Teachers build and steer the group “vessel” in a way that fosters a specific culture and sense of safety. The group is facilitated to share communal experiences that augment learning and enrich mindfulness practice. Limitations and implications for clinicians and researchers are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Psicologia: Revista da Associacao Portuguesa Psicologia is the property of Associacao Portuguesa de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Group formation studies are rare in the literature on teacher professional learning communities (PLCs). But they are needed to render realistic scenarios and design interventions for practitioners who work in schools where teachers encounter distress and social adversity. Under these conditions, we may need approaches to PLC development that are not adequately captured with conventional models. Drawing from the literature on teacher collaboration, effective work teams, group development and identity, problem solving, conflict and collective resilience, the article traces the development of a grade level team in a distressed urban middle school that was charged to make the learning environment for students safer, more orderly, and more caring. When teachers face the social adversity that students bring to them from their life experiences, the problems faced by teachers are often not 'friendly' problems. Rather these problems cause suffering: being challenged in one's basic competencies as a teacher or one's personal integrity. Oftentimes, they require collective action while they at the same time increase individual distress, fear of being seen as weak, and isolation. Work team development under these circumstances needs to capitalize on the desire to connect that may be imbued in collective suffering. Against norms of privacy, non-interference, and conflict avoidance, ideological rifts, and interfering interpersonal dynamics work team members need to look for the seeds of the desire to connect in the midst of this suffering. [ABSTRACT FROM AUTHOR]

International exchanges and travel and study projects have been gaining popularity in many fields including social work. Embedded in a group context, the success of these initiatives depends heavily on the group process of all members involved. This article analyzes the impact group dynamics have on an international travel and study project that brought 11 doctoral students and their dean from Ethiopia for a one-month experiential education program. A model of group development, which emphasizes behavioral outcomes in groups (forming, storming, norming, performing, and adjourning), is presented as an organizing framework. The discussion draws on a qualitative analytical study, which revisits Tuckman's model, and proposes a revised model that defines group development stages by individual, group, purpose, and work concerns that drive conflict throughout all group stages. Implications for social work education include de-emphasizing stages of group development, being mindful about what is known about small groups, and improving empirical research and training for leading international groups. [ABSTRACT FROM PUBLISHER]

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking occurs, which we frame as the transition between the storming and norming stages of group development. Our findings indicate that this transition was based upon three sub-stages that included (a) recognition of a group crisis; (b) acceptance of responsibility; and (c) increased meaningfulness of norms. As an outcome of this transition, LC members took responsibility over negotiating and designing their collaborative norms as authority moved from moderators to students. We discuss the theoretical and practical contributions of this research on group development and LCs, as well as limitations and next steps for research. [ABSTRACT FROM AUTHOR]

Copyright of Anales de Psicología is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teams need to pass through a series of development stages before they can operate effectively, and, in a changing context, it has also been demonstrated that teams need to continue learning in order to remain effective. This article aims to explore the relationship between team development and team learning. In particular, it focuses on when and why basic team learning processes such as sharing information, co-construction, and constructive conflict occur during different phases of development. It can be hypothesized that although each stage of team development is characterized by specific learning tasks, team learning processes occur more in certain stages than in others. The results from a model-based cluster analysis and ANOVA analyses on a sample of 44 professional teams show that team learning occurs more in the later phases of group development due to higher levels of team psychological safety and group potency. [ABSTRACT FROM AUTHOR]

This paper investigates group/team development in computer engineering courses at a University in the Central USA from the perspective of organization behavior theory, specifically Tuckman's model of the stages of group development. The investigation, conducted through linguistic analysis of student reflection essays, and through focus group interviews, also presents STEM education researchers with a method to obtain nuanced information about interpersonal skills issues such as how groups and teams function. A third contribution of the paper is a review of the organizational behavior literature on teams and groups with a concern for its application to modern engineering education. [ABSTRACT FROM AUTHOR]

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

This study focuses on the relation between levels of group development and three health-related aspects of working life: work satisfaction, emotional exhaustion, and sick leave. This article presents a study with 30 groups in a manufacturing company. Data were collected from 274 group members of the 30 groups, using Group Development Questionnaire, self-reported measures of work satisfaction and emotional exhaustion, as well as company data on occurrence of sick leave occasions. The results indicate a strong relationship between levels of group development and work satisfaction, a moderately strong relation with emotional exhaustion, and a weaker or less clear relation with sick leave. Practical implications are discussed and future research suggested. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM PUBLISHER]

In 1995, two state universities’ Schools of Social Work, 30 miles apart, agreed to implement a joint master's of social work program. In 2011, the Council on Social Work Education reaccredited the program. This qualitative study describes the stages of development of the group of faculty members based on Tuckman's perspective. Through surveys, interviews, and focus-group reports, a combination of convenience and purposive subsamples with a total of 22 participants provided data on the program strengths and limitations, as well as the new trends identified in the field of social work. The findings of this exploratory design study include program strengths such as availability of personal and technical resources, adequate faculty communication processes, and their willingness to change and embrace innovations. The program limitations include the diversity of faculty members and their different subcultures, the large number of students, and the recurrent disruptions of the distance-learning technology system. The inclusion of new trends in the field of social work is required to effectively educate students to meet their future clients’ expectations. Due to its qualitative methodology using nonprobability sampling strategies and a small sample size, the generalizability of this study is limited. [ABSTRACT FROM AUTHOR]

This article examines the principles and practice of transactional analysis process group work and five key areas for analyzing the development of the group. It is based on Eric Berne’s (1966) original work on group structure and dynamics in Principles of Group Treatment and integrates the work of Minuchin (1974) and Joines (1988) on intrapersonal and interpersonal boundaries. The boundaries of five areas or aspects of the group determine its formation and development and manifest the significance of leadership, group interaction, and group process. Seven key principles in process group work are presented. These provide the foundation for process group work practice and are relevant for all areas and stages of groups. [ABSTRACT FROM PUBLISHER]

Copyright of Journal of China Tourism Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article suggests some theoretical adjustments to Clarkson’s (1991) work on groups and specifically to her correlation of Berne’s (1963) work on group imagoes with Tuckman’s (1965) work on stages of group development. The author suggests two additional phases of an individual’s subjective experience of groups—the secondarily operative group imago and the historical group imago—as well as a realignment of Clarkson’s (1991) own addition of the clarified group imago in order to offer a more consistent reading across the two models offered by Berne and Tuckman. The two additions as well as the complete developmental sequence are illustrated with three case examples. The author suggests that, while Berne’s and Tuckman’s two models represent different approaches to science, together they offer a comprehensive understanding of group development as well as individual development in and through the group. [ABSTRACT FROM AUTHOR]

The paper describes one aspect of a research programme into the potential of a Social Support Group (SSG) for enabling students to make the best possible use of support available to them on entering university. The literature on student engagement is explored and linked to the challenge of helping to create that sense of personal self-efficacy which will enable students to make use of the support which is available. The paper outlines the setting up of a group, charting its development over two years. Throughout this time a careful study was undertaken using a grounded theory approach in order to monitor and evaluate the group processes. The outcomes suggest that such a group may be highly influential in the development of student self-efficacy. At the same time the work illustrates the potential for such a group to develop its own agenda and mutual support mechanisms. It is this aspect which makes a novel contribution to the extensive work on student retention and engagement. [ABSTRACT FROM AUTHOR]

Using a complex adaptive systems perspective, this case study explored project team resilience through analysis of group development and panarchy. Three research questions focused on a team's consciousness of a need to change under adversity, its response through adaptive action, and its potential for innovation through creative destruction. The subject team consisted of approximately 200 students, building a solar house over a 2-year period in an international competition sponsored by the US Department of Energy. A multilevel analysis culminated in an integrated systems perspective with conclusions, specifically the role of environmental feedback. Implications suggest using complex adaptive systems as a theoretical foundation for studying group development, as well as organizational culture, inflection points, nested adaptive cycles, emergence of leadership, and emergence of innovation. This research contributes a deeper understanding of project team resilience in organizational systems such as companies, non-profits, governmental, and non-governmental entities by revealing the importance of building adaptive capacity through organizational learning. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In this study, we have investigated developmental patterns of virtual groups in the e-learning environment. Our findings suggest that for virtual groups formed for the purpose of e-learning, dependency and inclusion characterize the initial stage of group development, as such characteristics reinforce cooperative relationships and help to build a stronger social bond among group members. This is followed by the second stage, swift work, which enables participants to labor as a team and facilitates continual collaboration among members. However, the third stage, conflict, is inevitable, as conflicts provide important diagnostic evidence for each member to assess and adjust his or her values and preference. Finally, by overcoming conflicts, partners build strong bonding, which fosters intimate communication and provides many opportunities for frequent interactions that demonstrate concern and desire to satisfy the needs and wishes of one another. Our finding suggests that initial active dependency interactions in the first period provide a sense of coherence. Accordingly, the instructor of a virtual learning system should encourage learners to express their concern for one another in order quickly to build strong norms. In addition, as work intensifies, the instructor could aim to support both the effective interaction channels of groups as well as their task-focused activities. Finally, to improve members' involvement and information sharing, the instructor could provide feedback to groups regarding their level of interactivity and encourage members to remind each other about the quality and quantity of individual contribution. [ABSTRACT FROM AUTHOR]

This article develops a theory of late stage group performance based on the late stage group’s unique characteristics: a long shared history, an indefinite endpoint, a long member entry/exit history, and a long “parent” organization relationship. These characteristics are markedly different from those of earlier stage groups, suggesting that extant literature’s limited “maintenance” or “cyclical” prescriptions are insufficient for effective late stage group management. Six propositions are developed to model the relationship between late stage group characteristics and performance. Managerial implications are also discussed and a late stage group research agenda is proposed. [ABSTRACT FROM AUTHOR]