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Title: Group dynamics : relational learning through liminoid problem-solving teamwork
Author: Thompson, N.
ISNI:       0000 0004 9347 786X
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2020
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This research developed a novel synthesis of four theories using connections discovered through a literature-review: this synthesis was called the Modulated Liminoid Group Learning Synthesis (MLGLS). A mixed-method exploratory experiment was developed to collect and analyse participants’ experience in problem-solving teams in the United States, the United Kingdom, and Hong Kong. This study found that problem-solving groups experienced a cyclic process of group development, personal investment, and liminoid or flow-related engrossment within liminoid communitas. This cyclic process occurred while the group worked together to develop enough understanding of an activity to solve it. After this group process, a direct debrief produced transferrable relational learning during a postliminoid state. This study confirmed the occurrence of Liminoid Group Learning processes. The findings of this study concluded that participants in problem-solving groups build temporary communities that result in powerful relational learning. The development of these temporary communities allowed participants to reflect on how they wanted their current group to function, developing their conclusions about how future groups should operate. Participants’ reflective conclusions about current and future groups, called relational learning, is a powerful learning outcome for practitioners to employ because it provides a framework for producing inter-relational growth. Another finding of this research underscores the importance for participants to personally invest themselves in group activities because it jump-starts a group’s development. Personally investing in a group activity is a critical aspect that leads to a group’s formation, ability to solve a problem, and resultant relational learning. The findings of this study provide applicational tools for both the group dynamics facilitator as well as the group participant that produce improved relational abilities in future group dynamics scenarios.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
Keywords: LC Special aspects of education